Framing the Complexity of a Participatory Democracy in a Public Primary Classroom
Paginated PDF Version
Steve Collins, Ph.D., University of British Columbia
pp. 4-34

Abstract - Democracy in a primary classroom is explored. The popular notion of democracy as a mechanical decision making tool is replaced by the idea of ongoing active participation of all community members in the development of that community. Patterns of interaction are the focus rather than resolutions.

A description of events from an Action Research project illustrate how Complexity Theory can be used to understand a participatory democratic community as an adaptive system. I recount the nature of class meetings, class generated problem solving strategies, and a project based approach. Complexity Theory also influences the methodology of the research itself.

“Framing” is a strategy for understanding the tensions between autonomy and responsibility, individual and public curricula, and chaos and order.

From Crisis to Community: What Elementary Principals Learned on 9/11
Paginated PDF Version
Dr. Diane McCarty, Associate Professor, Wartburg College and Dr. Lynn Nielsen, Professor, University of Northern Iowa
pp. 35-54

Annotation: This paper provides an overview of the purposes and motivation for crisis management planning in schools and recommendations to assist school personnel in reviewing and revising their crisis management plans in light of potential future crises. In addition, this paper summarizes the results of a recent national study focusing on crisis management planning in elementary schools. Specifically, this study examined the immediate and long-term responses of elementary school principals to the crisis of September 11, 2001.

Abstract: The purpose of this study was to investigate the responses of elementary principals to the terrorist events of September 11, 2001. The objectives of this study were to determine the degree to which elementary principals perceived their school's crisis management plan supported their leadership on 9/11 and in the days and weeks that followed, and the degree to which elementary principals perceived these actions were connected to building ongoing community in their schools.

National survey data were collected from 1000 randomly selected elementary principals. Telephone interviews were conducted with 30 volunteers from among the survey respondents. Interview questions elicited personal insights, reflections and anecdotal information that illuminated and expanded the survey data. The results of this study link crisis management planning to effective leadership. When coupled, these elements yield a safe school environment and development of a cohesive educational community.

 

Inner City Teachers' Sense of Efficacy Towards Minority Students
Paginated PDF Version
Dr. Deborah M. Oh, Assistant Professor, California State University - Los Angeles, Joshua M. Kim, M.A., California State University - Los Angeles and Cynthia H. Leyva, B.A., Los Angeles Unified School District .
pp. 55-78

Annotation: The purpose of this study was to explore the inner city teachers' sense of efficacy and their perceptions and attitudes towards Latino, language minority, and low socioeconomic status students in three urban schools in Los Angeles . The study also explored the reasons they gave as factors that increased or decreased their confidence level in impacting student learning.

Abstract: Eighty-seven inner city teachers in the Los Angeles Unified School District were surveyed. Five efficacy measures: instructional practice, expectations, confidence level, external factors, efficacy, through data reduction of 25 question items, and teachers' background variables, were used to explore inner city teachers' sense of efficacy, and their perceptions and attitudes towards students of Latino, language minority, and low socioeconomic status backgrounds in three low performing schools. The results showed high confidence level in instructional practices but low expectations of student achievement. Teachers' level of confidence was significantly correlated with expectations and instructional practices. Qualitative data analysis revealed the main source of high confidence for teachers was their positive previous teaching experiences with student learning. The results indicated that teachers viewed other teachers as having lower expectations of their students than themselves. They indicated that students other than their own would exhibit lower academic achievement. Though not significant, Latino teachers showed higher means, in all other efficacy measures. White teachers showed lower expectations than Latino teachers of the mostly Latino student population. Teachers with a masters degree tended to show higher means in all efficacy measures than those with a bachelors degree. In light of significant relationships that exist between teachers' sense of efficacy and higher student achievement and test scores, and in order to improve America's schools, teachers' low sense of efficacy in low performing urban schools should be seriously reconsidered.

Creation and Validation of a Measure of Leadership Density in Elementary and Middle Schools
Paginated PDF Version
Dr. Roy Wade Smith, Director University Laboratory School, Louisiana State University, Dr. Margaret Ross, Associate Professor, Auburn University and Dr. Rebecca Robichaux, Assistant Professor, Southeastern Louisiana University
pp. 79-112

Abstract: This article reports on the rationale, development, and refinement of a new measure of leadership density called the Leadership Density Inventory (LDI). Based upon the results of the second stage of research, the LDI was revised from 31 to 16 items. A three-factor solution for the LDI was obtained with Teacher Leadership, Student Leadership, and Opportunities for Leadership comprising the latent constructs. The Revised LDI demonstrates acceptable psychometric properties and appears to hold merit as a valid measure of leadership density in schools. Results for the second phase of the research are discussed in detail along with conclusions and suggestions for further research.

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