Service-Learning + Social Justice = Justice-Learning
Vickie E. Lake and Loreen Kelly
ABSTRACT In this chapter we discuss how service-learning provides a good foundation and understanding for all students and lays the groundwork for them to move into service learning projects that specifically focus on social justice issues for justice-learning. As there are scant resources for how to intergrade social justice issue into preservice teachers’ service learning experiences, we propose two models. The first model, Cascading Service-Learning to Justice-Learning, provides the sequence teacher educators might take when beginning to implement service-learning and/or justice learning with preservice teaching. The second model, Service-Learning + Social Justice = Justice-Learning, examines at what grade level the changes from pure service-learning to justice-learning would occur, and what they would look like at each level.
Are Charter Schools Safer in Deindustrialized Cities With High Rates of Crime? Testing Hypotheses in Detroit
Abstract Families in deindustrialized cities with high crime rates report prioritizing school safety when opting for charter schools. Yet, very little research has investigated whether charter schools are safer than traditional public schools. This study compares charter and traditional public schools in Detroit, Michigan, on perceived school safety by linking student surveys to data on school, neighborhood, and parent-related characteristics. Charter schools exhibited higher perceived school safety than traditional public schools. However, controls for student commute distance and parental involvement largely diminished this difference. Neighborhood charter schools were an exception, maintaining higher perceived school safety net of controls. Overall results suggest that differences in perceived school safety between schools become less prominent after the attributes of school choosers are considered.
Educare as a Model of Multi-Site, Collaborative, Policy-Relevant Research
Diane M. Horm
ABSTRACT: The purpose of this chapter is to describe two key processes embraced by Educare, an enhanced Head Start/Early Head Start program, with the goal of informing cross-site, collaborative, applied research. The two processes are:
(1) common data collection across multiple sites, and (2) use of data to impact program and policy at multiple levels. Educare's "lessons learned" through imple mention these two processes will be shared to inform the formation and imple mentation of a research consortium of lab schools. Although Educare is not a university-based laboratory school, its focus on combining robust, embedded research with the delivery of a high-quality comprehensive child and family development program designed for children and families living in poverty is an example of Applied Developmental Science (ADS) (Lerner, Jacobs, & Wertlieb, 2003, 2005) in action that has important implications for building and analyzing databases to answer the most relevant contemporary program- and policy-oriented questions related to early care and education.
Beyond Clinical Supervision
A Classroom Performance Model
Wane K Hoy and Patrick B. Forsyth
Supervision of instruction may have more potential to improve the effectiveness
of schools than any other activity. Yet, very little work time of supervisors
and teachers is dedicated to the cooperative study, analysis, and improvement
of instruction. Supervisory models and approaches based on one or two classroom
observations a year are of little use in the complicated task of instructional
improvement. Such minimal approaches do more harm than good because they
perpetuate the myth that instructional supervision is a reality in American
The purpose of supervision is to work cooperatively with teachers to improve
instruction. The goal of the supervisor is not simply to help teachers solve
immediate problems but also to engage with teachers in critical inquiry on
teaching and learning. Improvement of instruction is a long-term, continuous,
and cooperative process. In the final analysis, however, only teachers can improve
classroom instruction. Teachers need freedom to develop their own unique
teaching styles. But they also need social support as well as professional and
intellectual stimulation. Therefore, improvement of instruction is most likely to
be accomplished in a non-threatening atmosphere, by working with colleagues
rather than superiors, and by fostering in teachers a sense of inquiry and
Although supervision can be broadly conceived as any set of activities designed
to improve instruction, it fundamentally is a process that involves a cycle
of systematic planning, observation, diagnosis, change, and renewed planning.
Clinical supervision is one of the popular contemporary approaches to improving
instruction, one that is consistent with many of our assumptions about improving
teaching and learning. The purpose of this paper are twofold: first, to analyze
critically clinical supervision, and then to propose a classroom performance
model that both builds on the strengths of the clinical model and overcomes its
The Jeannine Rainbolt College of Education is proud to announce the creation of an informational app for the college, now available for download in the App Store (Apple) and Google Play (Android).