Resources                                Page 70



AASA Citations

During the first 11 months of 2014, AASA and its work was cited 45 times in doctoral dissertations completed during that period, according to the ProQuest database. The topics ranged widely, with not all of the studies directly involving educational leadership, such as these three: “Teachers’ perspectives on mathematics vertical teaming” (Widener University); “The lived experience of fatherlessness in male adolescents: The student perspective” (Liberty University); and “Female student athletes’ academic performance and sports participation: A qualitative study” (University of Phoenix).

But most of the AASA references or citations contributed to studies connected in some manner to the superintendency and broad governance of the school system. These dissertations examined school board members’ perceptions of superintendents’ behaviors, skill sets for the 21st century, self-efficacy for school administrators and the invisible ceiling to the superintendency for black women.

Possibly the most originally worded dissertation was this one, completed by a doctoral candidate at Illinois State University: “Essentially point-less: The influence of alternative, non points-based grading on teachers’ instructional practices.”


Closing the Gap
A Center for American Progress research model estimates that if the United States were able to close the educational achievement gaps between native-born white children and black and Hispanic children, the U.S. economy would be 5.8 percent — or nearly $2.3 trillion — larger in 2050.
    Substantial investment in education, the report suggests, reduces economic disparity, strengthens ladders of opportunity and generates the resources we need for future investments.
    Read the full report at http://bit.ly/cdn-american-progress.

Evaluating Principals
McREL International has released its Principal Evaluation System, a tool for measuring school administrators’ behaviors linked to student performance.
    The performance reviews are translated into individual plans for professional growth.
    Learn more at http://bit.ly/mcrel-principal-evaluation.

Most Common Practices
The Institute of Education Sciences surveyed the application of federal School Improvement Grant practices in 480 low-performing schools in 22 states.
    While every school adopted a unique combination of practices, more than 96 percent of schools reported using data to inform instruction, increasing technology access for teachers and providing ongoing professional development.
    Find the brief at http://bit.ly/ies-practices.

Two-Generation Plan
A policy report from the Annie E. Casey Foundation makes the case for breaking the cycle of poverty in families by addressing the needs of parents and their children simultaneously.
    Recommendations include job training programs to help parents become gainfully employed and access to coaching tools that help create financial stability.
    Access the report at http://bit.ly/aecf-family-opportunities.

Tech Use at Home
A RAND Corporation policy paper reports that the way parents engage with children over their technology use at home contributes to tech literacy.
    The report says technology can empower families to become better educators at home, while strengthening the connection between school and home.
    Download the report at http://bit.ly/rand-family-engagement.    

Learning Time
A systematic review of research on the effects of increased learning time conducted by REL Appalachia found mixed results.
    The impact of the programs varied based on the settings, implementation features and types of students targeted.
Visit http://bit.ly/ies-increased-time.

Effective Pedagogy
Factors in great teaching were identified and rated in a report from the Sutton Trust to determine what makes effective pedagogy.
    Common practices not supported by the evidence included lavish use of praise, grouping students by ability and presenting information based on students’ preferred learning style.
    Find the report at http://bit.ly/sutton-great-teaching.

AASA’s Digital Consortium
About two dozen superintendents joined the leadership of AASA to launch the AASA Digital Consortium at Amazon headquarters in Seattle, Wash. The purpose of the consortium is to provide school administrators with successful models of best practices using digital media.
 Superintendents in the consortium have integrated technology into the learning process to raise student achievement.


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