Tuesday, november, 17 001. Ucea executive Committee Meeting I



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TUESDAY, NOVEMBER, 17

001. UCEA Executive Committee Meeting I
Meeting

8:00 to 6:00 pm

Manchester Grand Hyatt: La Jolla A
WEDNESDAY, NOVEMBER, 18

002. UCEA Executive Committee Meeting II
Meeting

8:00 to 6:00 pm

Manchester Grand Hyatt: La Jolla A
THURSDAY, NOVEMBER, 19

003. UCEA Plenary Session
Meeting

8:00 to 6:00 pm

Manchester Grand Hyatt: Coronado ABC

004. Graduate Student Summit Orientation
Meeting

1:00 to 2:00 pm

Manchester Grand Hyatt: Coronado E1

In this session we will formally welcome all UCEA Graduate Student Summit (GSS) registrants to the 4th Annual GSS. During this time you will have an opportunity to meet the members of the UCEA Graduate Student Council, learn about programming for graduate students at UCEA, and meet fellow graduate students. We will also honor past and outgoing members of the Graduate Student Council during this time.



005. GSS Session 1 - Preparing Educators for Success
Paper Session

2:10 to 3:20 pm

Manchester Grand Hyatt: America's Cup B

Participants:

How “Alternative” are Alternative Teacher Certification Programs? An Organizational Analysis of Alternate Routes to Teaching Andrene Castro, University of Texas at Austin

Drawing on organizational theory, this study’s aim is to highlight the organizational behaviors and culture of three varying organizational models of alternative teacher certification programs (ATCP) in Texas. This comparative analysis of alternative certification models will serve to offer new insight on the organizational dynamics of ATCP and how these organizations are designed to meet the pressures of a shifting teacher labor market, national educational policies, and the local needs of the schooling community.

Pre-Service Teachers’ Perceptions About the Teaching Practicum Under a New Initiative in China Lixia Qin, Texas A&M University; Elsa Villarreal, Texas A&M University

This study examines the attitudes and perceptions of 867pre-service teachers in China within the context of a free teacher preparation program initiated in 2007. A Likert-Scale survey measured three areas associated with the teaching practicum. A Factor analysis and a Rasch analysis were conducted to validate the survey instrument. The preliminary findings indicate both positive and negative perceptions within the teaching practicum experience. Implications for policy, future professional development, and teacher competencies are discussed.

Transnational/Transcultural Spaces="Multidiversity dimensions" Diana Guajardo, University of Texas @San Antonio, Texas

The multiple demands on administrators in any given campus are overwhelming and of utmost importance. Training for administrator must be the focus of any district if they are to service all students successfully. Consequently it becomes the responsibility of the administration to positively impact the multicultural spaces which erect within each campus. Administrator seek guidance from their district to serve all students equitably through professional trainings and thereby helping each learner be individually successful.

UCEA Professors’ Perceptions of Principal Preparation Program Challenges in Developing Candidates for Instructional Leadership Sonya Diana Hayes, Texas A&M University

University principal preparation programs are a critical factor in grooming future principals to be instructional leaders; however, there is little empirical research on the quality of these programs in achieving this task. One thing that is missing from the literature is the voice of professors in educational leadership programs who design the coursework for aspiring principals. This national phenomenological study explores the perceptions of UCEA professors about the challenges of preparing principals for instructional leadership.

Urban school principal preparation in the Gauteng province of South Africa: A balanced approach Zukiswa Kekana, Teachers College Columbia University

The complexities of urban school settings demand strong leadership- leaders who work with and through people to build and maintain a conducive instructional environment. Yet, in South Africa, few preparation programs focus specifically on the urban school leader, cognizant of the challenges inherent in these transcultural settings. This study presents a proposed model for urban school leader preparation in the Gauteng province of South Africa that builds leaders' competence for instructional and organizational leadership.

Chair:

Gary M. Crow, Indiana University



006. GSS Session 2 - Contextualized School Leadership
Paper Session

2:10 to 3:20 pm

Manchester Grand Hyatt: America's Cup C

Participants:

A Contentious Borderland: How Teachers in Small Specialty Schools Perceive Central Office Involvement Jeff Walls, University of MInnesota; Sara Kemper, University of MInnesota

Our research examines how teachers navigate and understand the border between themselves and the central school district office. Other scholars have investigated how district personnel take action to support schools, but little research scrutinizes how teachers perceive those actions. Interviews with teachers at small specialty schools suggest that teachers frequently perceive district policy actions as a threat to their schools or an unwelcome infiltration that erodes schools’ intentionally developed identities.

Cross-Cultural Leadership in a Caribbean Space and a Researchers Exploration of Self Alexandra Jane Holter, Oklahoma State University

This study was conducted using naturalistic inquiry methodology and ultimately data was contextualized through narrative inquiry. On a small Belizean island secondary school leadership was explored in effort to develop an understanding of cross-cultural leadership within a small geographical space. Through the process of data analysis the researcher came to question her own positionality as she compared observed leadership to popular leadership theories.

Identities of Female Educational Manager in Khyber Pukhton Khwa : Critical Discourse Analysis sumaira taj khan, University of Iowa

This study uses a critical discourse analysis to explore how a female assistant district officer (ADO) in Pakistan represents her identity(ies) when working in a mixed organization. The study found that her multiple identities negatively affect her performance in her managerial position. The study concluded that research participant’s social realties played a strong role in representing her identity at workplace. Moreover, organizational culture, social norms, and gender hinder/ facilitate her effectiveness at workplace.

The little school that could-- then didn't Kate O'Donnell, UVA

This paper is an organizational history from 2003-2013 of a Title I turnaround school that is now in decline. The paper primarily uses interviews with current and former teachers and administrators at the school to track critical events in order to understand the organization’s ascension into one of the highest performing schools in Virginia and its decline to its current status as one of the lowest performing schools in the state.

Principal’s leadership skills, OCB and Intellectual Capital: A case of secondary schools in Pakistan. Muhammad Niqab, Univversity of Malaya, kuala Lumpur,Malayasia.

Abstract: High quality of teaching and leadership is most necessary for successful education system (Peleg, 2012). A quantitative study conducted through the distribution of survey instrument to 408 teachers in schools of three different organizations. Variation found in level of leadership skills of the Principals and in intellectual capital of the schools. It is recommended that besides tangible assets, more focus should be put upon developing leadership skills and intellectual capital for quality education.

Chair:

Maria Luisa Gonzalez, University of Texas at El Paso



007. GSS Session 3 - Perspectives from the School District and Superintendency
Paper Session

2:10 to 3:20 pm

Manchester Grand Hyatt: America's Cup D

Participants:

3 Archetypes for Understanding How Urban School District Superintendents Approach Their Leadership and Policy Implementation Roles Samantha Elizabeth Holquist, University of Minnesota-Twin Cities

I propose an analysis to develop an understanding for how urban superintendents, in diverse transcultural districts, can implement reform policies. Such policies are highly scrutinized, and the leadership style utilized in advancing them has material consequences on how they are carried out. I identify three leadership archetypes, and I use a case study to counterfactually assess the impact that each of these archetypes has on an urban superintendent’s ability to navigate the policy implementation process.

A Latino’s Life History: A re-examination through “brown” eyes Alma Yvette Mota, UT at San Antonio

This study is a life history of a Latino male who has successfully navigated the educational pipeline having attained a doctoral degree. Professionally, he has served in administrative positions from campus level to district level. The study seeks to conceptualize the social and cultural characteristics used to succeed as told by the participant versus highlighting the deficit model used to discuss why Latinos are not progressing in higher education and or attaining professional administrative positions.

Leadership Across Organizational Boundaries: Reimagining the Central Office- A Literature Review Ana Cingel, The George Washington University; Marguerita DeSander, Western Kentucky University

Central office leaders are imperative to a districts’ success due the role they play across organizational boundaries and influence on district effectiveness. School districts that function as learning organizations improve their effectiveness; however, there is a lack of empirical evidence supporting these claims. The goal of this study is to explore the relationship between learning organization dimensions, as perceived by central office leaders, and district effectiveness as measured by student achievement.

Local Control as Resistance: School District Governance in Rural Communities Daniella Hall, The Pennsylvania State University

Local control of public schools is part of a long-running debate in American education. Opponents argue it is economically and academically ineffective, whereas proponents assert it is essential due to the symbiotic relationship between rural schools and communities. The purpose of this study is to expand current understanding of how local control is enacted in rural communities. The study specifically focuses on policy resistance, community participation, and exclusion in local governance.

Reimagining the Discourse: The Problem of Language and Gender for Female Superintendents Lisa Cullington, University of Massachusetts, Boston

In the 21st century, the number of female superintendents has remained low despite the high numbers of female teachers. Women gain access to this position in a cultural discourse of leadership that has been constructed over time. The focus of this paper is to explore the superintendency as a male endeavor, the discursive agency of female superintendents, and the ways in which these concepts can help to construct a new understanding of the superintendency.

Chair:

Michael Dantley, Miami University



008. GSS Session 5 - School Leadership through the Lens of Democratic Governance
Paper Session

2:10 to 3:20 pm

Manchester Grand Hyatt: Coronado D1

Participants:

Beyond Pep Rallies: RItual and Ceremony as Community-Building Strategies in Schools Andrew LaFave, University of Southern California Rossier School of Education

The use of rituals in schools has the potential to bring the diverse cultural populations together. For school leaders seeking to find ways to cross barriers related to race, ethnicity, gender, and class (among others), the development and deployment of meaningful rituals in schools can create valuable transcultural spaces for community-building. This study explores a specific ritual which was purposely designed to build a sense of community in an urban charter school.

Examining School Systems and Leadership Practices in High-Performing Schools Promoting Academic Achievement for Hispanic ELLs Nancy Guerrero, Texas A & M University

Hispanic English language learners (ELLs) are working against numerous odds in public schools. Schools must find ways to promote and support success. The purpose of this article is to share the challenging trends currently impacting Hispanic ELLs in Texas, identify effective school systems and leadership practices that promote academic success for students statistically marginalized across the state, and discover campus factors that must exist to cultivate a culture of success.

Leadership/Governance Patterns in Schools of Native and Immigrant Students Exhibiting High Mathematics Performance Theresa L. Dell-Ross, Georgia State University; Chris Oshima, Georgia State University

This study explored leadership/governance in schools of mathematically high-achieving first- and second-generation students in the U.S. as compared with their native peers using 2012 PISA data to determine whether the patterns of leadership/governance differ between schools for the students in each group. Results indicate that, in schools of high-performing native students, principals have more responsibility for leadership decisions, but principals in high-performing immigrants’ schools reported a higher proportion of parent participation in school government.

The neo-transformative school administrator: Leading with transcultural communities in educational spaces Linsay DeMartino, The University of Arizona

As the demographic composition of the U.S. population changes, it is imperative that the traditional methods of schooling adjust to fit the needs of students, who are ethnically, racially, and linguistically diverse. It is vital that schooling become more transcultural and inclusive. Leadership will play an important role; in fact, a neo-transformative, leader develops a sustainable educational community by acknowledging the importance of transformative educational practices, community relationships, and culturally relevant pedagogy.

“We Have Culturally Diverse Students Too!” Rural Principals’ Influence on Black Students’ Reading Development Brandolyn Jones, Sam Houston State University

For many elementary students in the United States of America, specifically those who identify as Black or African American, reading proficiently by Grade 3 can be a determining factor between postsecondary prosperity and a prison sentence This qualitative multiple case study will describe how White elementary principals in rural southeast Texas schools use their influence to cultivate school cultures that support the reading development of African American students.

Chair:

Jim Scheurich, Indiana University School of Education Indianapolis (IUPUI)



009. GSS Session 4 - The Influence of Accountability and Standards on Students, Schools, and Communities
Paper Session

2:10 to 3:20 pm

Manchester Grand Hyatt: Coronado E1

Participants:

Sole or Soul Purpose? An Immanent Critique of the Discourse of Soul in High Stakes Assessment Jennifer Galbraith Canady, University of South Florida

This paper is an immanent critique of high stakes assessments from a historical and social perspective using collocation analysis of the term soul to explore the limits high stakes assessment impresses upon curriculum leaders and curriculum practice. I seek to answer the following research question: How has the primary (arguably sole) aim of curriculum to prepare students for high stakes tests impacted the discourse of soul in education since the advent of high stakes testing?

Curricular (Dis)Engagement of Highly Effective Teachers in Low Performing Schools Andrew David Bratspis, University of South Florida

The purpose of this research was to determine the affects and effects that curricular (dis)engagement had on highly effective teachers in low performing schools. In this phenomenological case study, the researcher purposefully selected three exemplar teachers who were teaching at a school considered ‘failing'. The teachers expressed emotional distress, exhaustion, frustration, and fear when attempting to navigate working in a failing context.

Cognitive Language Inventory Across the Standards: Implications for the Next Generation Principal Kathleen Winn, University of Iowa

This research examines the terminology within the Common Core State Standards and the Next Generation Science Standards to reveal the specific emphases within and across the disciplines of mathematics and science. Deepening the understanding of the content standards may help teachers and school leaders make informed curricular decisions. As instructional leaders, principals may benefit from this unique and in-depth look at the expectations within the standards to guide curricular and pedagogical choices in STEM programming.

Different Choices: A Public School Community’s Responses to School Choice Reforms Amanda U. Potterton, Arizona State University

Debates about school choice contrast concepts of freedom and equality with concerns about equity, justice, achievement, democratic accountability, profiting management organizations, and racial and class segregation. Arizona’s “market”-based school choice programs include over 600 charter schools. This qualitative analysis focuses on one of Arizona’s district public school’s parent group and its surrounding community, which experienced school changes, including demographic shifts, lowered test scores, failed overrides, and the opening of “high-profile” charter school organizations near their school.

Understanding the Acculturation Experience of Texas High School Graduates who were English Language Learners Joseph Rodriguez, Sam Houston State University

In this study I examine the impact acculturation has on English language learners (ELLs), and the significance for U.S schools as they struggle to meet accountability standards. I will examine how acculturation and social identity theories help frame our understanding of the experiences of Latino immigrants in schools, and explore the lived experiences of English language learners who successfully graduated from high school in a Southeast Texas school district.

Chair:

James William Koschoreck, Northern Kentucky University



010. BELMAS-UCEA Research Collaboration: The International School Leadership Development Network
Convention Work Sessions and Workshops

CLOSED SESSION

3:00 to 6:00 pm

Manchester Grand Hyatt: La Jolla AB

Research team members from the International School Leadership Development Network (ISLDN), an international collaboration between UCEA and BELMAS, will examine I) research designs for projects dealing with: (a) leadership for high need schools and (b) social justice leadership, II) potential funding sources to support research projects, III) plans for reporting findings at future professional conferences, IV) outlets for publishing research findings.

Chairs:


Bruce Barnett, University of Texas at San Antonio/ UCEA

Ian Potter, Bay House School



011. GSS Session 6 - Pathways To and Through Higher Education
Paper Session

3:30 to 4:40 pm

Manchester Grand Hyatt: America's Cup B

Participants:

A Case Study of the M.A. in Peace Studies Program at the University of Rwanda Sarah Doerrer, Loyola Marymount University

This investigation will examine an international context among the most marginalized within the realm of higher education. Specifically, I will document the launch of the M.A. in Peace Studies program at the National University of Rwanda, one of the first of its kind in the region, with the goal of highlighting lessons the field can glean from academic colleagues typically on the outskirts about how peace education contributes to leadership development and national stability.

An Outsider’s Exploration: Pathways to the Presidency at Colleges and Universities in the Philippines Grace Abenoja Bagunu, University of San Diego

The career pathway in education for Asian Pacific Islanders (API) is as diverse as the ethnicities encompassed in the API racial umbrella. Several factors emerged from a qualitative study of administrators in the Philippines. This qualitative research came with challenges for one Filipina-American researcher, including not speaking the language or never attending school in the country. This paper explores some of the challenges of doing research in transnational spaces, and how to overcome these challenges.

From Affirmative Action to Percent Plans in Texas College Admissions Lolita A. Tabron, Texas A&M University

This systematic review is a synthesis of the best available evidence reported on the effects of using a percent plan as a race neutral alternative to affirmative action in higher education admissions in Texas. Preliminary findings indicate that Texas’ Ten Percent Plan (TTP) is not a suitable substitute for affirmative action. Explanations for the staying power of the TTP are offered with evidence for readers to judge risks, benefits, and harms of race-neutral alternatives.

The Educational and Lived Experiences of a Mexican American Student Enrolled in Developmental Education Aide Escamilla, University of Texas at San Antonio

A majority of community college students arrive lacking the necessary skill in order to be successful in college level coursework (Bailey, 2009). The academic success of underprepared students in higher education has been a substantial challenge for community colleges and universities with a significant gap between persistence and degree attainment between those that are enrolled in college level courses and those deemed not college ready (THECB).

The Evolution of Pre-College Access Programs and Their Role in College Readiness Nakia M Gray, New York University

The issue of college readiness led to the emersion pre-college programs as an important contribution to preparing students for higher education. This paper reviews pre-college programs and access through a cultural capital lens. Specifically, this paper will contextualize college readiness as it relates to access to pre-college access programs.



012. GSS Session 7 - Community Partnerships and Ethics in Educational Leadership
Paper Session

3:30 to 4:40 pm

Manchester Grand Hyatt: America's Cup C

Participants:

A Child’s Cry for Understanding: One School Community’s Journey through Conversations on Difference Omar J. Salaam, University of South Florida

A school principal expressed a direct interest for having research conducted to assist their school’s Parent Teacher Association (PTA) in their desire to learn how best to address their children’s questions about racial, ethnic, cultural and religious differences with their children. Using a Participatory Action Research design, this dissertation proposal will examine the intersection of three main areas: parent and community engagement, globalization in education, and engagements in efforts to better understand human differences.

A Grounded Theory Approach to Understanding Ethical Leadership with School Leaders in Southern Nigeria Dorothy C. Egbufor, Howard University

There is growing interest in public service of ethics (Barberis, 2001). Drawing from the underlying moral issues at stake, roles and responsibilities of school leaders combined with advanced studies of ethics directly associated with school leadership, the central purpose of this study is to facilitate a Continuum of Inquiry utilizing a constructivist paradigm to ascertain and categorize overarching perceptions, definitions and prominently, a grounded theory of ethical leadership as espoused by Southern Nigerian school leaders.

Decision-Making for Promotion of Social Capital: Understanding Context for Serving Latino Families Elizabeth Gil, Michigan State University

This study examines a Midwestern community-based organization serving Latinos, including immigrant families with school-aged children. Findings from an analysis of participant observation in the organization’s technology classes and interviews with program volunteers indicate that the organization leader’s awareness of the context in which the organization functioned guided decision-making ,leading to strengthened existing social capital and new social networks. These deepened ties positively impacted members’ navigation of the community and children’s schools.

The Unintended Consequences of School Discipline Ahnna Gibson, Clemson University; Ellen Marie Hampshire, Clemson University

Statistics show disparity among students for a variety of disciplinary consequences. While a body of research exists on the principalship and how principals make ethical decisions, little research exists on an assistant principal’s primary disciplinary decision making role. The purpose of this narrative inquiry is to investigate how assistant principals describe making disciplinary decisions while balancing all students’ needs.

When Two Become One: School-Parent-Community Relationships in the Wake of a Public School Closure Colleen Cleary, University of Missouri-Columbia

Large numbers of public school have been closed in cities across the United States, yet we know little about the impact school closure has on students, parents, and communities. This participatory action research study investigated the impact of a public school closure on one Chicago community. Findings show school closure harmed school-parent-community relationships by creating anxiety and distrust. Parents and community members varied in their understanding of why the district closed the school.

Chair:

Martha M. McCarthy, Loyola Marymount University





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