Literature Review

September 8, 2011

EDCI 59100

Dr. Frampton

Magno, C., & Schiff, M. (2010). Culturally Responsive Leadership: Best Practice in

Integrating Immigrant Students. Intercultural Education, 21(1), 87-91.

Retrieved from EBSCOhost.

As immigration begins to shift from urban centers to suburban areas, school

leaders must be prepared for this shift. This article speaks of two different approaches in

dealing with an influx of immigrants into a primarily “White” school. In a study of 14

school leaders, most found that assimilation was the answer. However, one principal,

Mr. Bolls of Navan High School, has taken a completely different approach. Mr. Bolls

celebrates diversity in his school and coaches his staff to understand how diversity will

impact student learning. Mr. Bolls has created a school culture that looks at the history of

the school but also deals with the ideals and norms of today. As a leader, he is immersed

in the instructional program of English Language Learners. He not only approves all

class schedules and changes, he also gets to know all the strengths and weaknesses of the

immigrant students. This school has seen many achievements due to a strong school

culture that has a dedicated leader. However, as in any school plan, there is constant

assessment. There are still issues, such as getting parents of immigrants more involved

with the school. The school is a model for suburban schools that are currently

experiencing a growing population of immigrants. As with any school, the leader is at

the forefront to create a strong team culture to enhance student learning.

Benjamin, S. (2011). Simple Leadership Techniques. Phi Delta Kappan, 92(8), 25.

Retrieved from EBSCOhost.

It seems the one constant in education and classroom instruction is change. It is the

job of the leaders to gain high achievement and growth of students. In order to meet the

lofty goals, they create many strategies they expect teachers to implement in their

classroom. Their strategies are based on experience, research, observations, as well as a

variety of other information and data. They give the plan to the teachers and expect it to

be implemented. This is where the first cause of schools failing to sustain high

performance. Teachers get the plan, and have the idea that they just need to wait it out

because another new plan will soon come along. The other cause of schools failing to

sustain high performance is the vast amount of information and research that is available.

Benjamin suggests simplifying the process for school leaders by first having them answer

four questions. 1. What are the most important goals we are trying to achieve? 2. What

are the key organizational strategies that we believe will help us achieve our goals? 3.

How well are the strategies being implemented? 4. Are the strategies working? The

article then states that after the plan is implemented, school leaders should use rubrics,

checklists, and collaboration. The rubrics are used to let teachers know what is expected

of them. The checklists are used to help teachers know what they are accomplishing.

Finally, the collaboration is everyone working towards the same goal. Meetings should

be held to determine if the strategies are working. Although the strategies put in place

should remain constant, there should always be room for improvement.

Tableman, B. (2004, December). School climate and learning. Best Practice Briefs, (31), 1-10.

This article deals directly with school culture and school climate and the impacts

on student learning. The article sets out to define, and then further explain what each of

the terms mean and why they are so important to continued student learning and school

improvement.

In an era of standardized tests, rigorous and relevant curriculum and “making the

grade” academically, this article talks about the heart of a school and the role that that

heart plays in helping students achieve their highest personal goals. Rather than looking

at how teaching methods, or specific, scripted curricula are impacting student learning,

this article asks us to take a look at the climate and culture of a school, and how we must

begin there to truly create lasting change and improvement. The authors of this article

point to research that supports the idea that a healthy school environment has a positive

effect on student outcomes. Specifically, their research shows that students in such an

environment benefit from higher grades, stronger engagement in learning, better

attendance, a sense of competence, higher self-esteem, less anxiety and depression and

less substance abuse.

To make the kinds of sweeping changes that public education desperately needs,

we need to think outside the classroom and the books to the school as a whole and realize

that we need to meet the environmental needs of our students before we can meet the

educational needs. If students are to perform well, they must feel safe, respected and

cared for. It is the principal’s primary responsibility to create a school atmosphere that

lives and breathes this ideal. We need to work to create that sense of community that is

imperative to strong student achievement.

http://outreach.msu.edu/bpbriefs/issues/brief31.pdf

Opalek, T.L. (2011, September). Best practices of brain research for teaching

primary readers. The International TEYL Journal.

While this particular article dealt primarily with using the best practice of Brain

Based Learning within the classroom to increase literacy performance, it continually

spoke to what makes up “best practices” for the elementary classroom. There was much

discussion about other literacy best practices, as well as ongoing discussion of the

importance of the teachers and administrators in the process of incorporating best

practices.

This article touched on several of the culture components that we have discussed

during class, as well as those supported by Sizer and Meier. Throughout the article there

was reference to the importance of true cooperative learning, not just by the students, but

by the teachers as well. There was also the feel that support from administration is

imperative if initiatives such as these are to succeed. Specifically, collaboration,

reflection and professional development were seen as critical to the success of using

Brain Based Learning within the classroom. Collaboration, too, was broadened to include

not just the school personnel, but also parents, students and outside researchers in the

field of brain development – neuroscientists, behavioral psychologists and others – who

could deepen the conversations and understandings how they relate to all of the

stakeholders.

Ultimately, this article on BBL serves as a vehicle for the use of other best-

practice strategies within the school framework. It concludes by pointing out that these

types of practices allow students to set personal goals, make real-world connections and

see the purpose of assessment. It also calls upon us to take a step back from “data-

driven” curricula and dig deeper into authentic learning.

www.teyl.org/article13.html