Abstract

This article is concerned with the causes of unsustainability in complex systems, and what educators can learn from such a study. It argues that there are a number of similar stressors in many complex systems. The systems chosen to illustrate this argument are the educational, the environmental, and the financial, and the stressors described are the excessive exploitation of resources and the introduction of pollutive substances, practices or ideas. Such stressors, it is argued, lead to crisis points in all three systems, as actors within them are increasingly unable to adapt to the rapid changes they cause. Finally, because these systems share similar characteristics, this article argues that educators can learn much from the existence of similar remediations.

Keywords: educational leadership; sustainability; systems thinking

Abstract

Educational leadership might approach more sustainable practices that allow educators to serve students when employing strategies that focus energy on solutions within the whole of a group of school leaders rather than on the talent of an individual. Situated in the body of research on distributed leadership, this research leverages qualitative data from interviews with leaders in distributed settings to analyze the shifts needed to enact leadership in ways that reach the improvement goals of the school, and delineates how teacher leadership is situated in a distributed frame. Initial findings from an ethnographic study of teacher leaders’ roles reveal barriers that may limit the capacity of an educational organization to meet the needs of the learners. The principles of distributed leadership, when approached in school settings, are well suited to the learning goals of these organizations, and may foster not only leadership development, but increase the longevity of the teaching staff as well, promoting stability in neighborhood schools.

Keywords: educational leadership; distributed leadership; teacher leadership

Abstract

The article focuses on the implementation of a framework (School-Wide Reading Model, SWRM) that helps to structure literacy instruction to a population in need of better literacy outcomes. First, a conceptual framework is discussed regarding SWRM. Second, the SWRM framework is explained and tied to the conceptual framework, with a focus on four core SWRM tenets. Third, the literature is reviewed to state the core features of early reading instruction. Fourth, the benefits of assessing students in literacy at several points in time, while interpreting results are discussed. Fifth, recommendations and further inquiry are discussed.

Keywords: school-wide reading model; Latino English learners; systems-level support

Abstract

Within the discipline of library science, over 20 research studies have been done in the United States attesting to how high-quality school library programs contribute to improved academic achievement. On the other hand, in the fields of education, school counseling, administration, school leadership and so on, there is a dearth of scholarship and recognition of the positive impact librarians and library media programs have on student success. This conceptual article first presents an overview of the empirical research on school library programs and the positive impact they have on the academic achievement of students in the United States. Second, the argument is made that if education is to remain sustainable, it is essential that collaborative relationships are developed between school librarians and other personnel within school buildings.

Keywords: school library programs; academic achievement; sustainable education; collaboration

Abstract

This article focuses on the key issues of school counselor accountability and the promotion of student learning. The authors contend that without data-driven practices required by comprehensive school counseling programs, American and Asia Pacific school counselors’ credibility with the public will remain equivocal. To make the case, the educational and school counseling context for accountability is first discussed. Second, they explore the various definitional and professional issues related to accountability. Third, the major benefits of having an accountability system in place are summarized. Finally, the research is reviewed examining counselors’ accountability attitudes and actions. Implications for practice are briefly elucidated.

Keywords: school counseling; accountability; data-driving practices

Abstract

In order to support every student in both academic and social emotional learning, collaboration between stakeholders becomes more imperative. Recognizing the importance of systemic collaboration, especially between teachers and school counselors, the authors examined the literature on collaboration between education professionals. After discussing challenges in collaboration, the authors suggested a cross-disciplinary in-service training program model for educators of school counselors and teachers. In addition, suggestions for future research are presented.

Keywords: collaboration; educator; school counselor

Abstract

In this article the concept of social intelligence in intercultural education classes was explored as it can contribute toward forming a more tolerant and sustainable society. Specifically, a qualitative research study was conducted with 74 preservice first-year Latvia university students (emerging teachers) and 25 master-level in-service students (teachers and social workers). The aim was to discover students’ understanding of social intelligence and its applicability for lessening ethnic tensions and forming positive relationships in a multicultural environment. Guided small-group discussions were facilitated, and the written responses received from the participants of discussion groups were summarized and analyzed. Participant response trends indicated that most of the student suggestions about how to diminish ethnic tensions in their surroundings were action-oriented and closely linked to skills and competences related to social intelligence. It also revealed the need for educators to consider how to promote through the teaching process such qualities as tolerance, respect, kindness, care and empathy, which are essential for successful social and intercultural interactions. Implications for practice are briefly discussed.

Keywords: social intelligence; intercultural education; empathy

Abstract

Research on the nature of schools has demonstrated the significance of relationships and dialogue in creating more inclusive learning communities. However, some children and adults report that they feel most included when left alone. This article sets out to consider aloneness in schools and, in particular, ways of encouraging and enabling healthy solitude and also to serve as stimulus for empirical research in schools. Implications for practice are included.

Keywords: solitude; curriculum; play; education