Research+Findings

(Sarah) Holland, Patricia E. Professional Development in Technology: //Catalyst for School Reform.(2001) p.245-267.//

Summary: This article discusses the importance of professional development in technology as a catalyst for school reform. Holland refers to the importance of human element in the change process. She suggests that evaluating the level of ability level of current faculty members will allow leaders to assess what types of support is needed to initiate technology initiatives. Leadership is a key element necessary to support the teachers' learning of technology and she contends that the principals strategy must include the empowerment of the teachers, the development of a collaborative vision and the management of a technology plan. The leader, according to this article, must be tireless in her championing of instructional technology as the future for learning.

(Sarah) Peters, Laurence. Joining Forces: A Third Millennial Challenge: Harness the Power of Educational Technology to Advance the Standards Movement. 2000. p. 94-102.

Summary: This article compares the importance of educational technology and its effect on the Standards Movement. He compares the U.S. education system to that of the U.K. and found that a tool that they have developed as a nation is beginning to have wide spread success. The National Grid for Learning (NGFL) goal was to make the best digital education content available for all schools. This grid acts like an internet portal with linked sites creating an easy way for teachers and students to find quality sites and digital content. Although it is still new it runs like a "work in progress". The author contends that some of the selling points to the U.S. would be the following: Saving time and effort ensuring greater quality control Providing incentives and a vehicle for gifted teachers to get their lessons and software ideas into the mainstream Assisting the nations teachers to identify and use high quality materials This tool would focus on students achieving the standards rather than solely focus on the amount of time available. I liked the article because it linked the standards based reform movement with a technology system. These are two elements we have identified as necessary to Hickory Ridge's success

(Sarah) Hsu, P.-S.,&Sharma, P. (2006) //A Systemic Plan of Technology Integration. Educational Technology & Society//, 9 (4), 173-184

Summary:

Although this article primarily dealt with the overall reforming of science education there were some common themes in technology reform that were applicable to our Hickory Ridge project such as; People, recruit key persons to forma a leadership team, encourage the formation of a learning community, pilot-testing the use of technology tools, practice reflective activities to scaffold teacher development, increase the involvement of the local community, actively identify funding opportunities and standards from the state department of education. These are common themes in any change initiative and I thought the author did a good job of relating them to science programs but alluding to how they can work on a larger scale.

Summary: This article discusses Kagan Cooperative Learning to increase student achievement and cooperation with each other. The article also describes how the principal used Kagan cooperative learning with the staff members to boost their knowledge of how to use Kagan and to get the teachers to work collaboratively. (Von Behren)
 * Bromley, K. & Modlo, M. (1997) Using cooperative learning to improve reading and writing in language arts.//Reading & Writing Quarterly. //  13 (1). **

**Cunningham, W. G., &** **Cordeiro, P. A. (2009). //Educational leadership: A bridge to improved practice. // Boston: Pearson Education Inc.** Summary: I used information from our textbook, chapter 6 to discuss McGregor's Theories X and Y. (p182-184)Theory X describes an administration style that is autocratic and forced. Theory Y desribes a democratic style that is cooperative and collaborative. (Von Behren)

Summary: This article describes how to change school culture following four steps. 1. Define what you will not change. 2. Recognize the importance of actions. 3. Use the right change tools for your school or district. 4. Be willing to do the “scut work” This article concludes with stating, “Meaningful school improvement begins with cultural change—and cultural change begins with the school leader.” (Reeves,2006/2007) (Von Behren) 
 * Reeves, D. (2006/2007). How do you change school culture? //Educational Leadership, 64 ////<span style="font-family: 'Arial','sans-serif';">(4) ////<span style="font-family: 'Arial','sans-serif';">, ////<span style="font-family: 'Arial','sans-serif';">92- // **//**<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">94 **//**//<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">. //**

Harris, A. (2004). Distributed leadership and school improvement: leading or misleading? //Educational Management Administration and Leadership//, 11-24. *This article discusses the relationship between distributed leadership and school improvement. Many good points are stated such as the relationship between leadership and school improvement. The article defines distributive leadership as concentrating on utilizing the talent and skills found wherever it exists within an organization rather than seeking this just from an administrative or formal position. Furthermore, the article describes distributive leadership as collective leadership where teachers work together to develop expertise. I think this form of leadership would be useful in Hickory High School. Collaboration between the teachers is crucial to breaking down barriers and utilizing the talent and knowledge that already exists in Hickory High. **(Colla)**

Owens, M. A. (2010). Creating a succesful professional culture: reorganizing to rebuild a challenging school. //Journal of Cases in Educational Leadership//, 1-10. * This article discusses the importance of developing a school culture by using evidence-based professional development that engages the school community. School administrators must be strategic thinkers and culture builders. This article also stresses the importance of data-driven decision-making. All these points can be helpful when planning reform for Hickory high school. Specific goals must be made based on need identified through data gathering and analysis. **(Colla)**

Slater, L. (2008). Pathways to building leadership capacity. //Educational Management Administration and Leadership//, 55-68. *This article discussed the need for Administrators to be able to look for strengths in people and develop their skills by knowing them on a personal level. The author stresses the importance of effective communication in establishing collaborative relationships. Shared leadership is also discussed. These points are applicable to Hickory because I feel that the administration doesn't seem to know the teachers on a personal level. Also, there are many new teachers who may be interested in a leadership role whose talents can be utilized for school reform. **(Colla)**

Caillier, S. (2009). Teacher education for the schools we need. //Journal of Teacher Education//. *This was a discussion of the trends that are reshaping our world and the way work gets done. What the implications of how we educate and train teachers. Seeing the reciprocal relationship between teacher education and school reform. **(Guffey-Flynn)**

Haymore Sandholtz, J. (2001, October 8). Inservice training or professional development: contrasting opportunities in a school/university partnership. Riverside, California, United States of America. *School/university partnerships often expand teachers’ professional development options beyond the traditional inservice model. This research explored the range of professional development opportunities for teachers in four secondary schools affiliated with the same school/university partnership. All teachers at the partner schools were administered surveys, and informal observation. Using adult workplace learning as a framework, the author examines the types of opportunities teachers find most valuable, identifies conditions needed for meaningful professional development activities, and discusses implications for practice. **(Guffey-Flynn)**

Richardson, V. (Jan 2003). The dilemmas of professional development. //Phi Delta Kappan//, p. 401-406.

* This article was about staff development programs that fail to incorporate features that research has shown to be effective The recommended practices may be not reflect the culture of individualism in the classroom. **(Guffey-Flynn)**

==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Bain, A., & Swan, G. (2011). Technology enhanced feedback tools as a knowledge management mechanism for supporting professional growth and school reform. Educational <span class="apa" style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">//Technology Research and Development// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">, //59//(5), 673-85. doi: 10.1007/s11423-011-9201-x ====

==== **This article discussed how technology is important and a vital piece of initiating school reform. It discussed using applications to help drive instruction and teacher improvement based on data. (Zambito)** ====

==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Stillman, J. (2009). Taking Back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints. //The New Educator//, //5//(2), 135-60. Retrieved from Education Full Text database ====

==== **This article discussed what NCLB was and why it was ennacted. It also provided three case studies on how teachers felt now that accountability was being put into place on a national level (Zambito).** ====

==== <span style="color: #333333; font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Supovitz, J. A. & Poglinco, S. M. (2001, December). Instructional leadership in a standards-based reform. Retrieved from[] ====

==== **This journal article discussed that change is the expectation and how administrators and school leaders need to see reform initiatives as an expectation not an option. It provided ways for educational leaders to implement and setup a framework of reform in their schools (Zambito).** ====

<span style="background-color: #ffffff; font-family: arial,helvetica,sans-serif;">
==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Knoeppel, R., & Brewer, C. (2011). Education Reform, Equal Opportunity and Educational Achievement: Do Trend Data Adequately Report Progress?. //Education Policy Analysis Archives//, //19//(10), p. 1-28. Retrieved from Education Full Text database ==== <span style="color: #7b0909; font-family: Arial,Helvetica,sans-serif;">**I didn't end up referencing this one at all but it was about education reform and if the new trends in education accrurately portray the progress in schools and whether students are learning the necessary objectives or if everything is too standards based (Zambito).**

==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Lakshmanan, A., Heath, B., Perlmutter, A., & Elder, M. (2011). The Impact of Science Content and Professional Learning Communities on Science Teaching Efficacy and Standards-Based Instruction. //Journal of Research in Science Teaching//, //48//(5), 534-51. doi: 10.1002/tea.20404 ====

==== **I didn't end up referencing this one at all but it was about science and how science curriculum and standards along with professional learning communities on teaching science drove standards based instruction (Zambito).** ====

==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Incandela, J. (2011). Seven Lessons Learned from General Education Reform at Saint Mary's College. //Liberal Education//, //97//(1), 40-7. Retrieved from Education Full Text database ====

==== **I didn't end up referencing this but it was about St. Mary's college and how they changed their standards they've had for 40 years. It referenced seven steps of how to do this and they made it possible. I didn't find it helpful as it pertained to the college setting and was very opinion based rather than research based (Zambito).** ====

==== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 15px;">Howell, W., West, M., & Peterson, P. (2011). The Public Weighs In on School Reform. //Education Next//, //11//(4), 10-22. Retrieved from Education Full Text database ==== **I didn't end up referencing this but it talks about the publics dissatisfaction with schools and how 33% are against unions. MEmbers of the public don't feel schools are meeting the standards needed (Zambito).**

<span style="color: #333333; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: left;">Dweck, C. S. (2006). //Mindset: The new psychology of success//. (1st ed.). New York, NY: Random House. ** *I am doing a book study on this book for my Administrative Training program through CSUSA. This is a great book, especially for professional development. It introduces the concepts of growth mindset and fixed mindset. " If you have the fixed mindset, you believe that your talents and abilities are set in stone–either you have them or you don’t. You must prove yourself over and over, trying to look smart and talented at all costs. This is the path of stagnation. If you have a growth mindset, however, you know that talents can be developed and that great abilities are built over time. This is the path of opportunity–and success." Administrators and staff members should have growth mindset to be most productive and successful (Zambito).**


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">References: **

**Cunningham, W. G., &** **Cordeiro, P. A. (2009). //<span style="font-family: Arial,sans-serif;">Educational leadership: A bridge to improved practice. // Boston: Pearson Education Inc.**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">I used chapter 3 from our textbook as a source, for it explains how vital it is to have a common vision and mission when creating an ideal school.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(Caren Nies)

** Hill, R. B. (2010). Excellence: the importance of vision and work ethic. // Technology and Engineering Teacher. // 28-31 **

This article was very useful, for it explained in detail how important a vision is based on research, and also how critical it is that all stakeholders involved work to their best ability to ensure that the vision is created.

(Caren Nies)

This article talks about developing a vision and mission statement using the Four D Process which includes spiraling cycles of reflecting, planning, acting and observing. First participants envision the characteristics of a truly humanistic school. Second, participants decide on their community values. Third, the group determines what actions it can take to reinforce these beliefs. Finally, the group reviews and evaluates what they have done and sharpens their aim to further implement their dreams. The Four D's inlcude: dreaming, deciding, doing, and dancing. (Caren Nies)
 * Coyne, K. (2000). Developing a school of character. Principal Leadership. 44-47. **

Michelle-

Cunningham, W. G., & Cordeiro, P. A. (2009). //<span style="font-family: Arial,sans-serif;">Educational leadership: A bridge to improved practice. // Boston: Pearson Education Inc.

Our textbook was a great resource for insight into school reform, collaborating as a team, staff development, school organizational structures, leadership theory and practice, and Vision and Mission statement of schools.

The Art and Science of Teaching A Comprehensive Framework for Effective Instruction:

I used this book because it has great insight on creating and tracking learning goals for students, I felt the same idea could be used for the teachers (instead of students) at Hickory Ridge.

Marzano, R. J. (2007). //The art and science of teaching a//

// comprehensive framework for effective instruction //. Virginia: Association for Supervision and Curriculum Development.

This article described surveys and interviews as an assessment tools for tracking progress.

Darling-Hammond, L. (2006). Assessing teacher education: the

usefulness of multiple measures for assessing program outcomes. //Journal of Teacher Education//,//57//(2),18. Retrieved from [|http://go.galegroup.com.ezproxy.fgcu.edu/ps/i.do?action=interpret&id=GALE|A143062815&v=2.1&u=gale15690&it=r&p=EAIM&sw=w&authCount=1]