Abstract: Teachers and counselors in a large suburban high school in the Southeastern United States strive to learn to prepare students with the skills needed to succeed in their first year of college. The purpose of this qualitative case study was to explore how teachers and counselors collaborate formally and informally as they engage in work to improve the precollege curriculum. Knowles’s theory of andragogy and collaborative relationships provided a framework for exploring the routine work of four teachers and four counselors as they plan curriculum and instruction to sustain student transitions into college. Four certified secondary teachers working with four certified high school counselors involved in educational collaborative relationships address curriculum that prepares secondary learners for the academic demands of college, while instilling social and academic behaviors and habits for a successful transition were interviewed. Interview transcripts were reviewed through inductive analysis and line-by-line axial relationships using a general coding system to look for teachercounselor collaborative themes. Findings indicated that developing a common language and a mutual understanding of roles and responsibilities may affect positive social change for teachers and counselors and may eventually allow graduates to achieve success in college.

Abstract: The teaching performance assessment is a priority in the Higher Education policies for quality assurance. The article offers a comparative study of the regulations and integral procedures by Spain and Portugal to ensure quality within their university systems. From an empirical point of view, the study reviews the laws and legal regulations of each country, extracting resemblance and specificity patterns. This documentary analysis allows to conclude that the assessment procedures developed are being influenced by European policies of quality assurance, betting for an assessment model that prioritizes the performance and accountability facing the institutionalization of improvement processes. This way, it is considered that a university professional requires an external assessment in order to be qualified as a quality professional and to guarantee a system according to such quality standards.

Abstract: The absence of mentoring in higher education often results in unclear expectations and a lack of guidance for employees new to the university. This paper highlights different types of mentoring relationships formed within the academy and defines responsibilities of mentors and mentees from a social learning theory perspective. Accountability systems that promote quality professional practice are explored along with collaborative, purposeful mentoring relationships that can be formed within and across communities of professional practice. Through reviewing the literature and conducting a needs assessment with faculty and staff in a college of education and human services at a large midwestern university, recommendations to address the mentoring needs of respondents were formed.

Abstract: Formative and summative assessment scores from high school students in a rural high school in Middle Tennessee were examined to determine if a correlation existed between said scores. This study also examined whether summative scores increased or decreased after using a series of formative assessments. Students were given a pre-test, ten formative assessments, and a post-test at specified times over a ten-week period. Literature reviewed in this study reveals that more study should be done regarding this potential relationship. Data gathered indicated a statistically significant correlation between formative assessment scores and summative assessment scores. The data also indicated a statistically significant increase in summative assessment scores after using the series of ten formative assessments. While much study has been done on the subject of different types of assessment and student achievement, little has been done to actually correlate formative and summative assessment scores. With the proclivity of emphasis on data-driven instruction, both classroom teachers and administrators need to be able to effectively interpret available formative assessment data as it relates to summative assessment data. By doing this, gaps in learning as well as in effort may be preemptively identified and closed. The use of formative assessments is an effective method of increasing student achievement on summative assessments.

Abstract: Teachers play an important role in school-aged children’s lives to support their need to learn 21st century skills, like critical thinking, creativity, collaboration, media literacy, personal and social skills, etc. A classroom teacher is significant in establishing a learning environment in which all students are accepted, valued, and respected and have opportunities for academic success (American Psychological Association, Coalition for Psychology in Schools and Education, 2015). The practice of 21st century skills prepares students for college, career, and citizenship. Teachers need professional preparation to support their effort to implement teaching strategies that enable students to learn and demonstrate 21st century skills. This paper examines the TRIBES Tribe Learning Community (TRIBES TLC) process as an effective professional development approach that supports 21st century learning using a single case study. The TRIBES process and use of strategies are based on researched principles that support children’s academic learning and social-emotional development. Results of this study confirms that the praxis of the TRIBES TLC process inherently creates a learning environment that is student-centered and provides experiential learning strategies to promote student achievement of 21st century skills.

Abstract: Math and literacy integration supplement children’s experiences and increase the chances of being successful in the elementary classroom. Elementary-age students spend many hours daily building reading skills across the curriculum. Literacy skills that are emphasized in reading programs, including comprehension, making predictions, listening, and higher order thinking, are a valid fit with elementary mathematics. Through subject integration teachers and students dismiss the illusion that mathematics is a separate subject unrelated to other disciplines. Using children’s literature to connect literacy skills to mathematics, a subject that often produces misconceptions and anxiety in students, is an acceptable and constructive method. Educational arrangements such as state tests and instruction that exploit repetitive drill as evidence of standards mastery contribute to student anxiety. Integration of math and literature release students to use knowledge they already have in new concentrations. The use of children’s literature in mathematics can motivate students to understand that success in mathematics is possible. Significant children’s books also form connections between math and its application in the real world. This helps students to realize that math goes beyond what they see on a math worksheet or in a textbook.

Abstract: A qualitative content analysis was employed to examine what factors contributed to effective teachers’ selection and retention in urban high poverty schools. First, the Star Teacher Interview was used to identify effective urban educators. Then, verbal interviews were conducted with star subjects to determine factors that contributed to their selection and decision to remain in urban high-poverty districts. An inductive analysis process revealed emerging and reoccurring themes. Four major factors were identified that influenced STAR teachers’ decision to begin their career in an urban school district and/or Title I school: giving back to the community, diversity, location, and autonomy. Three major factors were identified that influenced STAR teachers’ decision to continue their career beyond five years in an urban school district and/or Title I school: job satisfaction, effective with population, and perseverance. Implications of this study suggest that urban districts work closely with practicum and observation students from the universities who show promise in working with culturally diverse children. Providing teacher candidates with rich experiences in urban schools may positively impact their decision to work in urban settings.

Abstract: The purpose of this study was to investigate the challenges and implications of principals’ governance role in Zambezi region, Namibia. The study was located within the interpretive paradigm and adopted a qualitative case study research approach. The data was gathered using interviews. In this study, the researchers worked with principals of primary, combined and secondary schools in Zambezi region, Namibia. For the purpose of the study, the researcher selected five principals to investigate the challenges and implications of principals’ governance role in Zambezi region, Namibia. The findings from principals in this paper revealed that school board members (SBMs) misunderstood and did not adhere to their roles and responsibilities as outlined by the Ministry of Education, Arts and Culture (2001, p. 15-16; 2016, p. 5-13). The findings from interviews revealed that principals seemed to find it difficult to ensure that SBMs attended school board meetings when invited. They gave many excuses and were losing interest in participating in school activities. The findings from interviews revealed that SBMs wanted to be given sitting allowances when attending school board meetings. Participating principals stated that parent SBMs always raised this issue in school board meetings. The findings from interviews revealed that the illiteracy level of parent SBMs was ruining their working relationship with principals. The majority of parent SBMs were illiterate and elderly. They lacked the necessary knowledge to understand and adhere to policy issues. They relied on principals for advice and the clarification of policy issues.

Abstract: Metacognition has been a topic of study for cognitive theorists, behaviorists, researchers, and educators. Simply stated, metacognition refers to “thinking about one’s thinking” (Desautel, 2009). Examining one’s own thinking allows a person to better understand their thinking and learning. It also encourages the learner to take ownership of their learning and cognition. For the pre-service teacher, the information gathered from “thinking about one’s thinking” can be invaluable to their success in the classroom.

Abstract: This article will discuss the Negro Morton’s Fork: the dilemma Black educators after the 1954 Brown Decision that forced them to choose between two equally unpleasant alternatives: decimation and assimilation. Faced with professional eradication; Black educators seemingly had no alternative than to become participants in a system that was designed to marginalize minority and poor students. The article begins with a post Brown era historical documentation of the injustices suffered by Black educators during the disintegration of the black education system post Brown and then offers sobering evidence that the consequences of the forced choice reverberates today in our nation’s schools.

Abstract: This paper is significant because it looks at different aspects of minorities in rural poverty. The issue at hand is one that is not often studied or written about, therefore leaving those students at a great disadvantage. Article reviews and analysis show that minorities in rural poverty are a group unto themselves and must be treated accordingly. Teachers in these situations must (a) forget about generalized views on minorities and/or poverty and concentrate on becoming poverty-aware and (b) must connect and build relationships with their students.