Brooke Soles will be presenting:
Perceptions of Formal and Nonformal Leaders on Cultural Proficiency in Educational Practice and Organizational Change
Join us in-person on Friday, April 22, 11:30am-1:00pm, in the Sails Pavillion to engage in a discussion about formal and nonformal educational leaders’ perceptions regarding the barriers and next steps of Cultural Proficiency implementation following the 10-day Cultural Proficiency Training. When it comes to equity and access, what schools intend to do versus do can be incongruous by defaulting to traditional accountability metrics over change and innovation. Findings indicate variations based on individual identity, position in the school system, and external socio-political factors influence how individuals perceive the implementation, advancement, and/or limitations of Cultural Proficiency work.
https://ccpep.org/home/professional-learning-opportunities/certification-process/
Craig De Voto will be presenting:
How Are District and School Administrators Responding to COVID-19?
Thu, April 21, 2:30 to 4:00pm PDT, Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom E; Through interviews with superintendents, principals, and assistant principals across two case districts, we examine the intersectionality of federal/state guidance, leader expertise, and local contextual conditions and how these, together, promote or hinder a district’s ability to respond successfully.
Donna M. Druery will be presenting:
When They See Us: Women of Color Navigating Pathways For Their Children's Via charter schools
and
A Tale of Two Delivery Methods: Comparing Face to Face and Virtual Professional Development
Robert Feirsen will be presenting:
Creating Social Capital through School Counselor-Principal Collaboration: Fostering Equitable and Accessible Student Learning Environments
Mon, April 25, 8:00 to 9:30am PDT (11:00am to 12:30pm EDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Rancho Santa Fe 3
I will be presenting virtually, but other members of the team will be in person.
https://convention2.allacademic.com//one/aera/aera22/index.php?cmd=Online+Program+View+Session&selected_session_id=1888983&PHPSESSID=hov1o5tjet780p6gu0s14gg1jk
Dr. Ann Marie Luce will be presenting:
Moving Beyond Festivals, Flags and Foods: Developing Culturally Intelligent Leaders
Sunday April 24th 2:30-4:00 In-Person
With the increased globalization of education and culturally diverse communities, leaders need cultural intelligence to help them navigate new landscapes. In 2020-2021 I conducted a narrative study that elicited the insight of eight leaders who were working in international schools. Through reflective journaling, photovoice annotations, and one-on-one interviews, the leaders defined cultural intelligence. Participants identified factors that impact CQ development; ascertained the influence cultural intelligence has on their work; and identified the behaviors, skills, and strategies they use to develop their cultural intelligence. The four-factor framework (Livermore & Van Dyne, 2015) was used to analyze data presented through participant narratives. Skills, strategies, and behaviors in each of the capabilities of drive, knowledge, strategy, and action provide tools that leaders can use to develop cultural intelligence.
Younglong "Rachel" Kim will be presenting:
Open Systems: Empowering Families for Engagement (in-person)
Thu, April 21, 8:00 to 9:30am PDT, San Diego Convention Center, Exhibit Hall B
Our study explored how educators in a large urban district in the Midwest utilize a text messaging family engagement platform to advance engagement goals that influence operating norms, shared power, and leadership transparency.
https://convention2.allacademic.com/one/aera/aera22/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1890199&PHPSESSID=5kcd47hjfsoroevguc1ugbla5a
Andrea Terrero Gabbadon will be presenting:
"It's Been Weighing on Me": Narrative Accounts of Black Women Teachers' Experiences During the Pandemic
and
Expanding the Pipeline to Teach: Recruiting Future Teachers of Color Through a Dual-Enrollment Program
Michalis Constantinides will be presenting:
Executive Leadership and the Coupling Nature of the Relationship Between English Multi-Academy Trusts and Member Schools
Sun, April 24, 2:30 to 4:00pm PDT - San Diego Convention Center, Exhibit Hall B
This paper investigates and compares the coupling nature of the relationship between two case study English educational organizations (i.e., Multi-Academy Trusts- MATs) and their member schools demonstrated through the areas of budgeting, recruitment and curriculum, assessment, and instruction. It draws on scholarship on attributes of loose and tight coupling illustrating the tensions between centralization and decentralization of power and influence integrated with systems approaches of organizational scholarship which reveal the ability of MATs to both empower and exert control as complex systems.
https://www.waikato.ac.nz/staff-profiles/people/mconstan
Suzan Yesil will be presenting:
Purpose of Study
Research has focused on three critical and interrelated components and outcomes of mental health in university students COVID-19 pandemic-related trauma and social well-being, that is, how university students are relating with faculty, peers and significant others;
emotional well-being referring to how university students feel about themselves, others and their mental state; and behavioral wellness referring to how university students act in their personal and social lives (Kohls et al., 2021).
This qualitative research, in accordance with interpretivism, followed a case study research design which is a strategy of inquiry that will involve the researcher developing an in-depth analysis (based on focus group data) of parental involvement in COVID-19 pandemic-trauma related recovery in university students (Annette & Kelly, 2019).
Population and Sampling
The target/study population will be undergraduate university students aged 18-25 years attending a university campus in Texas. Purposive sampling will be used to identify 18 students with COVID-19 pandemic-related trauma experiences (Quay et al., 2018).
Abstract
The recent outbreak of the Coronavirus Disease (COVID-19) pandemic caused by the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) has been acknowledged as a major traumatic event in university students (Lederer et al., 2021) that has further amplified the mental health burden of this already vulnerable population (Chessman & Taylor, 2019) and exposed the pervasive inequities, deficiencies and inadequacies in America’s higher education system (Jackson & Holzman, 2020). Studies have suggested that COVID-19 trauma has impacted university students’ social, emotional, and psychological functioning (Browning et al., 2021) which has in turn affected teaching and learning in universities (Plakhotnik et al., 2021). Engaging and strengthening connections between universities and families through parental involvement has been suggested as an important pathway to facilitating mental health and wellbeing in university students (Huremović, 2019). However, parental involvement in university students’ mental health and wellbeing is a relatively under-researched subject and not much is known about it (Morris, 2018). This study will explore university students’ perceptions of 1) their COVID-19 trauma experiences and 2) parental involvement in their COVID-19 pandemic-related trauma recovery. The study will employ a qualitative case study research approach and focus groups to collect and analyze data thematically. The study population will be undergraduate students in a university campus in Texas. The study will contribute to theory and advocacy on the importance of involving parents to support university students who have experienced trauma and address mental health-related systemic deficiencies that affect students’ educational experiences and exacerbate inequities in America’s higher learning institutions.
Perceptions of Formal and Nonformal Leaders on Cultural Proficiency in Educational Practice and Organizational Change
Join us in-person on Friday, April 22, 11:30am-1:00pm, in the Sails Pavillion to engage in a discussion about formal and nonformal educational leaders’ perceptions regarding the barriers and next steps of Cultural Proficiency implementation following the 10-day Cultural Proficiency Training. When it comes to equity and access, what schools intend to do versus do can be incongruous by defaulting to traditional accountability metrics over change and innovation. Findings indicate variations based on individual identity, position in the school system, and external socio-political factors influence how individuals perceive the implementation, advancement, and/or limitations of Cultural Proficiency work.
https://ccpep.org/home/professional-learning-opportunities/certification-process/
Craig De Voto will be presenting:
How Are District and School Administrators Responding to COVID-19?
Thu, April 21, 2:30 to 4:00pm PDT, Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom E; Through interviews with superintendents, principals, and assistant principals across two case districts, we examine the intersectionality of federal/state guidance, leader expertise, and local contextual conditions and how these, together, promote or hinder a district’s ability to respond successfully.
Donna M. Druery will be presenting:
When They See Us: Women of Color Navigating Pathways For Their Children's Via charter schools
and
A Tale of Two Delivery Methods: Comparing Face to Face and Virtual Professional Development
Robert Feirsen will be presenting:
Creating Social Capital through School Counselor-Principal Collaboration: Fostering Equitable and Accessible Student Learning Environments
Mon, April 25, 8:00 to 9:30am PDT (11:00am to 12:30pm EDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Rancho Santa Fe 3
I will be presenting virtually, but other members of the team will be in person.
https://convention2.allacademic.com//one/aera/aera22/index.php?cmd=Online+Program+View+Session&selected_session_id=1888983&PHPSESSID=hov1o5tjet780p6gu0s14gg1jk
Dr. Ann Marie Luce will be presenting:
Moving Beyond Festivals, Flags and Foods: Developing Culturally Intelligent Leaders
Sunday April 24th 2:30-4:00 In-Person
With the increased globalization of education and culturally diverse communities, leaders need cultural intelligence to help them navigate new landscapes. In 2020-2021 I conducted a narrative study that elicited the insight of eight leaders who were working in international schools. Through reflective journaling, photovoice annotations, and one-on-one interviews, the leaders defined cultural intelligence. Participants identified factors that impact CQ development; ascertained the influence cultural intelligence has on their work; and identified the behaviors, skills, and strategies they use to develop their cultural intelligence. The four-factor framework (Livermore & Van Dyne, 2015) was used to analyze data presented through participant narratives. Skills, strategies, and behaviors in each of the capabilities of drive, knowledge, strategy, and action provide tools that leaders can use to develop cultural intelligence.
Younglong "Rachel" Kim will be presenting:
Open Systems: Empowering Families for Engagement (in-person)
Thu, April 21, 8:00 to 9:30am PDT, San Diego Convention Center, Exhibit Hall B
Our study explored how educators in a large urban district in the Midwest utilize a text messaging family engagement platform to advance engagement goals that influence operating norms, shared power, and leadership transparency.
https://convention2.allacademic.com/one/aera/aera22/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1890199&PHPSESSID=5kcd47hjfsoroevguc1ugbla5a
Andrea Terrero Gabbadon will be presenting:
"It's Been Weighing on Me": Narrative Accounts of Black Women Teachers' Experiences During the Pandemic
and
Expanding the Pipeline to Teach: Recruiting Future Teachers of Color Through a Dual-Enrollment Program
Michalis Constantinides will be presenting:
Executive Leadership and the Coupling Nature of the Relationship Between English Multi-Academy Trusts and Member Schools
Sun, April 24, 2:30 to 4:00pm PDT - San Diego Convention Center, Exhibit Hall B
This paper investigates and compares the coupling nature of the relationship between two case study English educational organizations (i.e., Multi-Academy Trusts- MATs) and their member schools demonstrated through the areas of budgeting, recruitment and curriculum, assessment, and instruction. It draws on scholarship on attributes of loose and tight coupling illustrating the tensions between centralization and decentralization of power and influence integrated with systems approaches of organizational scholarship which reveal the ability of MATs to both empower and exert control as complex systems.
https://www.waikato.ac.nz/staff-profiles/people/mconstan
Suzan Yesil will be presenting:
Purpose of Study
Research has focused on three critical and interrelated components and outcomes of mental health in university students COVID-19 pandemic-related trauma and social well-being, that is, how university students are relating with faculty, peers and significant others;
emotional well-being referring to how university students feel about themselves, others and their mental state; and behavioral wellness referring to how university students act in their personal and social lives (Kohls et al., 2021).
This qualitative research, in accordance with interpretivism, followed a case study research design which is a strategy of inquiry that will involve the researcher developing an in-depth analysis (based on focus group data) of parental involvement in COVID-19 pandemic-trauma related recovery in university students (Annette & Kelly, 2019).
Population and Sampling
The target/study population will be undergraduate university students aged 18-25 years attending a university campus in Texas. Purposive sampling will be used to identify 18 students with COVID-19 pandemic-related trauma experiences (Quay et al., 2018).
Abstract
The recent outbreak of the Coronavirus Disease (COVID-19) pandemic caused by the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) has been acknowledged as a major traumatic event in university students (Lederer et al., 2021) that has further amplified the mental health burden of this already vulnerable population (Chessman & Taylor, 2019) and exposed the pervasive inequities, deficiencies and inadequacies in America’s higher education system (Jackson & Holzman, 2020). Studies have suggested that COVID-19 trauma has impacted university students’ social, emotional, and psychological functioning (Browning et al., 2021) which has in turn affected teaching and learning in universities (Plakhotnik et al., 2021). Engaging and strengthening connections between universities and families through parental involvement has been suggested as an important pathway to facilitating mental health and wellbeing in university students (Huremović, 2019). However, parental involvement in university students’ mental health and wellbeing is a relatively under-researched subject and not much is known about it (Morris, 2018). This study will explore university students’ perceptions of 1) their COVID-19 trauma experiences and 2) parental involvement in their COVID-19 pandemic-related trauma recovery. The study will employ a qualitative case study research approach and focus groups to collect and analyze data thematically. The study population will be undergraduate students in a university campus in Texas. The study will contribute to theory and advocacy on the importance of involving parents to support university students who have experienced trauma and address mental health-related systemic deficiencies that affect students’ educational experiences and exacerbate inequities in America’s higher learning institutions.