Sage Education

Early in 2015, JCEL interviewed Dr. Chris Willis and Dr. Kyle Ingle concerning their article published in the March issue, titled, "Who Has Time For This?" Negotiating Roles in Instructional Supervision and Evaluation. Their case examines how school leaders manage the increased demands of a new state-mandated teacher evaluation process.

SAGE interviews TESE Editor Dr. Laurie deBettencourt and special issue Editor Dr. Tamara Marder on the February 2015 special issue, "Preparing Educators to Use Evidence-Based Practices to Support Students with Autism," in celebration of National Autism Awareness Month.   Abstract: Given the growing numbers of students identified with autism, educators need an understanding of evidence-based practices (EBPs) to meet these student’s individual educational goals. EBPs are defined often as instructional strategies, interventions, or teaching programs that result in consistent positive student outcomes. Educator’s use of EBPs has been shown to improve the learning outcomes of students with disabilities. It is imperative that educators understand how to select and implement such practices with students in their classrooms and continuously monitor the progress of their students. Recently, two major resources that classify EBPs for students with autism spectrum disorders (ASD) are available for review. This introduc

Urban Education interviews special issue editor Emery Petchauer on the January 2015 issue of the journal, entitled "Theories, Concepts, and Methods in Hip Hop Education."   Access the issue here: http://uex.sagepub.com/content/50/1.toc

JCEL recently interviewed Dr. Rosa Rivera-McCutchen and Dr. Terri Watson, putting a spotlight on their case study that was published in the December 2014 issue. Their case focuses on the challenges faced by the principal of a joint middle school/high school that is wracked by racial tension and their work highlights critical junctures involving trust, race, ethnicity, and class, and examines how this principle promotes equity and social justice. The study is entitled "Leadership for Social Justice: It Is a Matter of Trust."

In September of 2014, JCEL put a spotlight on Dr. Angela Savage and her case, "Tackling Long Delays in Transcript and Certificate Production in Higher Education." Dr. Savage's case examines a university that struggled to provide its students with transcripts and certificates at the time of their graduation. She details the problem-solving process that improved distribution of these key documents and subsequently evaluates the process for appropriate improvements.

Dr. Steve Morrison is joined by Dr. Rebecca Mcleod, Dr. Jessica Napoles, and Dr. Mark Montemayor to discuss their articles that each researched the relationships between teacher evaluation, teacher delivery, and student achievement. http://jrm.sagepub.com/content/61/3/249.abstract http://jrm.sagepub.com/content/62/1/33.abstract

In November of 2014, JCEL put a spotlight on Dr. Melissa Martinez and her case, "College Information, Support, and Opportunities for All?" Dr. Martinez's case critically examines how a group of Latino/a high school seniors and one high school counselor perceives the distribution of college information and opportunities in their school.

JCEL put a spotlight on Dr. Brett Geier's case from the March 2014 issue entitled "The Wall Between Church and State Begins to Crumble: One Small Community's Struggle With Sectarian Influence in the Public School. His case examines First Amendment practices in a public school, and you can read it here.

Editor Steve Morrison interviews Dr. Kate Fitzpatrick about her article, written in collaboration with Dr. Jacqueline Henniger and Dr. Don Taylor, concerning the diversity of music education programs in higher education institutions. http://jrm.sagepub.com/content/62/2/105.abstract

JCEL put a spotlight on the case authored by Dr. Terah Venzant Chambers and Ms. Lolita Tabron in the December 2013 issue, titled "Academic Success for Students of Color...At What Cost? The Importance of School Context at Birch High School." Dr. Chambers provides insight on the development of the case and how it can be utilized as a teaching tool for current and future leaders in the field of education.

Twenty years on from the implementation of the Education Reform Act 1988, Michael Strain and Tim Simkins guest edited a special issue of Educational Management Administration & Leadership entitled "The Legacy of the Education Reform Act 1988" (volume 36, issue 2 - http://ema.sagepub.com/content/36/2.toc). To mark the special issue, more than 50 education policy researchers met to review the impact of the act on teachers, administrators, parents and politicians. The one-day forum, hosted by SAGE and BELMAS, was chaired by Professor Ron Glatter and Professor Peter Gronn and featured other key academics from the field as well as Barry Sheerman MP. Posted April 2008.

Dr. Peggy King-Sears discusses the universal design for learning (UDL) framework and its application to students with and without learning disabilities.

Dr. Stephanie Al Otaiba speaks to the promise and the ongoing challenges related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. 

MIE Best Paper Prize winners Malini Mistry and Krishan Sood discuss the research process behind their award winning paper, ‘Under-representation of males in the early years: The challenges leaders face’

Dr. Robert Duke and Editor Steve Morrison discuss the impact of sleep on music task proficiency. http://jrm.sagepub.com/content/62/1/89.abstract  

Special issue guest editor Lauren Lindstrom discusses groundbreaking new research on disability and poverty with authors Mary Wagner, Arun Karpur, Karen Rabren, and Jonathan Carpenter.    Access the issue here.

Elleke Boehmer, Dominique Davies, Charne Lavery and Priyasha Mukhopadhyay discuss a special issue, due to publish in March 2015 and guest-edited by Elleke Boehmer, on Leonard Woolf’s novel “The Village in the Jungle”. Posted May 2014.

This study examines the relationship between community college enrollment patterns and student outcomes—credential completion and transfer to a 4-year institution—introducing a new way of visualizing the various attendance patterns of community college students. Patterns of enrollment intensity (full- or part-time status) and continuity (enrolling in consecutive terms or skipping one or more terms) are graphed and then clustered according to their salient features. Using data on cohorts of first-time community college students at five colleges in a single state, the study finds astounding variation in student enrollment patterns. Clustering these patterns reveals two relationships: the first is a positive association between enrollment continuity and earning a community college credential, and the second is a positive association between enrollment intensity and likelihood of transfer.

Associate Editor Steve Morrison and Dr. Jennifer Mishra tackle the question: why do talented young musicians "simply fall apart" when prompted to perform music at sight? http://jrm.sagepub.com/content/61/4/452.abstract

Sharon M. Darling and Charles Dukes, co-editors of TESE's February 2014 special issue entitled, "Special Education Teacher Education in the 21st Century: Evolving Approaches?," speak with a few of the contributing authors.