Reforming the Nation’s Remaining Low-Performing High Schools

Reforming the Nation’s Remaining Low-Performing High Schools

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Reforming the Nation’s Remaining Low-Performing High Schools

ANNOTATED BIBLIOGRAPHY 1

Balfanz, R., DePaoli, J., Atwell, M., & Bridgeland, J. (2018). Great American High School

Campaign: Reforming the Nation’s Remaining Low-Performing High Schools. Civic

Enterprises. https://eric.ed.gov/?id=ED593268

Remaining Low-Performing High Schools

Educators at underperforming high schools must examine their behaviors and implement a reform strategy based on current evidence. This strategy should involve setting minimum entrance criteria for first-year students, developing an intercession suite for difficult scholars, creating a safe and secure atmosphere for students, and ensuring that instructors are equipped to teach their content. At school, a co-educational civic should be developed.

Each of these scheduling alternatives has its own set of considerations because of these scheduling possibilities. Three school-wide reform programs that have attracted attention. binti Si-Rajab, S. (2020). The level of instructional leadership practices among principals of

National Religious Secondary School in Malaysia.https://ir.upsi.edu.my/detailsg.php?det=5068

Despite universal agreement on the significance of instructional leadership, the author

Remaining Low-Performing High Schools

contends that there is less agreement on what defines instructional leadership. Classroom supervision and instructional leadership, in some people’s perspectives, go hand in hand. The authors advocate for a different approach to educational leadership, emphasizing the importance of a varied range of administrative practices and resource distribution approaches. This approach to instructional development emphasizes organizational management rather than teaching and learning.

Despite the importance of good classroom education, the authors conclude that the presence of a school principal in the classroom has only a minor impact on teaching quality.

School leaders have a significant impact on student learning by hiring and allocating teachers to classes, keeping teachers, and providing opportunities for teachers to grow and learn. They are https://eric.ed.gov/?id=ED593268

https://ir.upsi.edu.my/detailsg.php?det=5068

ANNOTATED BIBLIOGRAPHY 3

all about changing the way things are done to improve educational outcomes. Managers who are skilled in hiring and retaining employees, allocating funds, and ensuring a healthy work and learning environment are referred to as strong managers in the workplace. When discussing instructional leadership, they warn against relying solely on classroom instruction.

Kame’enui, E. J. (2021). Ode to Zig (and the Bard): In Support of an incomplete logical- empirical model of direct instruction. Perspectives on Behavior Science, 44(2), 285-305.

https://link.springer.com/article/10.1007/s40614-021-00302-1

The article includes an overview of twenty-four whole-school reform projects, as well as an independent assessment of each one. The author has presented various models for assessment of educational outcomes for learners in high school. The author has developed a well-structured scheme for conducting the assessment activities. Each model was assessed based on information on learner conclusions, the asset of the exploration basis, the availability of support services, and

the program’s expenses.

Remaining Low-Performing High Schools

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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