Punteney, K. (2019). The international education handbook: principles and practices of the field. Washington, DC: NAFSA: Association of International Educators.
Alumni Achievements Leading in Arts Education Dr. Marie-Helene Bauguil recently accepted a new position as Visual Arts Specialist with the Khan Lab School (KLS) in Mountain View. She finds it very exciting to work at KLS and to be part of a team that is creating a new model of education and is thrilled to have found this opportunity after studying arts education in depth for the three and a half years over the course of her doctoral studies. Dr. Bauguil is in charge of developing and teaching the art program for the lower school (equivalent of K-6th grades), which is a combination of art studio and arts-integrated and PBL projects.
The environment at KLS is very cooperative and flexible, though also intense as educators are constantly trying new approaches and adjusting them for continuous improvement. Diversity Consultancy Founder Dr. Angela Birts, a proud alumna of San Jose State University’s inaugural Ed.D. Leadership Program cohort, is a professional educator, diversity consultant, social entrepreneur and college lecturer based out of the San Francisco Bay Area. In 2018, Angela left her full-time job as a senior administrator to start a diversity consulting firm, Birts Equity and Inclusion Solutions LLC, which focuses on training and consultation for non-profit organizations, colleges/universities, K-12 schools, and agencies seeking to expand their commitment to diversity, equity, and inclusion. To learn more, visit: www.deicapacitybuilding.com and facebook.com/BEISolutions18. Publishing and Presenting on School Climate Assessment Dr. Anji Buckner’s recent publication, based on her dissertation, was accepted by the American Educational Research Association’s (AERA) annual meeting on April 17th. Her presentation is titled Measuring California Superintendents’ Beliefs About School Climate Assessment: New Insights from Item Response Theory Analysis. The abstract can be found below and full details on her presentation at http://tinyurl.com/v9cr9ge. Abstract: School climate is an important factor influencing academic outcomes. Accountability across schools and school districts to inform decision making depends on superintendents’ beliefs about school climate data and its potential uses. This study examined a sample (n=298) of California superintendents with a 37 item Likert-style survey. Employing a multi-dimensional Item Response Theory (IRT) Model, we found evidence for three constructs related to superintendents’ beliefs about school climate data: Importance, Capacity, and Trustworthiness. Regression analysis showed that compared to superintendents serving in rural districts, those serving in suburban districts believed more in the importance of school climate data and trusted their data more for continuous improvement. Reliability and validity evidence show we can dependably identify three groupings among respondents. Publishing and Presenting Strategies on Advancing Student Achievement Dr. Carrie Holmberg Articles Duckor, B. & Holmberg, C. (2019/2020). Seven high-leverage formative Assessment moves to support ELLs. Educational Leadership, 77(4), 46-52. Excerpt: Sound in-class assessment strategies can make a big difference in deepening ELLs' learning. In our 2017 book, Mastering Formative Assessment Moves (ASCD), we outlined seven high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, we've been working with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in California, and we have begun to see how these strategies can serve as the natural bridge to help English language learners reach greater proficiency in their understanding of academic language. Research tells us that the assessment choices teachers make in their classrooms matter.
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