2012 UCEA Convention

“In the meanwhile”: An Urban High School Principal Moves Towards Best Practice in School Leadership. Latish C. Reed, University of Wisconsin-Milwaukee; Raji Swaminathan, University of Wisconsin-Milwaukee
This case study analyzes the leadership “best practices” of an urban principal leading a low-performing school based on student achievement data. We evaluate the leadership practices based on three popular “best practice” models. The findings indicate that elements of all three frameworks exist; however, a barrier to improvement is lack of trust. The authors suggest that the district set clear, realistic goals for improvement. Also, the new principal must focus on building trust amongst staff.
The Classroom Climate Index: A Conceptual and Empirical Analysis. Sean Maika, Comal Independent School District; Wowek Sean Kearney, Texas A&M University San Antonio; Page A Smith, University of Texas at San Antonio
This study introduces a new assessment instrument designed to measure classroom climate at the elementary level. First, a theoretically driven set of items to gauge student perceptions of classroom climate was developed. Next, the measure was tested and refined via factor analytic techniques. Finally, the Classroom Climate Index (CCI) was analyzed in a larger sample of schools, the results of which support the predictive validity of the CCI.
Relooking at the Past to Shape a New Future. Chris Willis, Mississippi State University This paper looks to suggest a new thinking about the how social institutions, such as schools, operate.
The paper brings forward the idea that by using the metaphor of axiomatic systems not only do historical underpinnings of schools take on new light but, establish a new way to think about approaches for school reform. This metaphor looks to replace Tyack’s grammar metaphor in order to introduce this new opportunity for reform.
Using Intermediaries to Build District Capacity: Lessons in Coherence from American and Canadian Case Studies. Matthew James Welch, Boston College
This study uses findings from two unique projects to demonstrate how policy makers can build the capacity of districts to cultivate coherence in districts. Data came from four case studies of four districts participating in these two projects, two from the Province of Ontario and two from the State of New Hampshire. The interviews from three levels: policy, district, and school. Findings demonstrate increased collaboration, trust, and coherent cultures and use of resources.