Search results

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration will occur and whether education policies facilitate social cohesion is unclear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this chapter seeks to examine their immigration, integration, and education policies. Using an original conceptual framework, this chapter analyzes how relevant federal and state policies have evolved since the 1980s in these two contexts. This chapter considers integration to be the process by which immigrants identify with the receiving country (RC) and their previous contexts, provided that the RC is supportive and accepting. The goal of integration is less inequality along ethnic or cultural lines. By analyzing policies in terms of immigrant students’ identity formation and conceptions of equality, this chapter argues that the evolution of such policies in Berlin and California has not always been linear. Moreover, while both states consider diversity to be positive, their policies do not extend to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students.

Exploring how racism continues to persist throughout public and nonprofit organizations is central to undoing persistent society-wide injustices in the United States and around the globe. The authors provide two cases for identifying and understanding the ways in which philanthropy’s whiteness does harm to K–12 students and communities of color.

In this article, the authors draw on critical race theory and critical whiteness studies, specifically Cheryl Harris' work to expose the whiteness of philanthropy, not as a racial identity, but in the way that philanthropy is performed. The authors characterize one of the property functions of whiteness, the right to exclude, as working through two mechanisms: neoliberal exclusion and overt exclusion. Drawing on this construction of the right to exclude, the authors present two cases: the Bill & Melinda Gates Foundation and the City Fund.

Whether intentional or not, the Gates Foundation and the City Fund each exclude communities of color in several ways: from changes to schools and districts, parents' experiences navigating school enrollment due to these changes, to academic assessments and political lobbying.

These cases provide a way for researchers and practitioners to see how organizations in real time reify the extant racial hierarchy so as to disrupt such organizational processes and practices for racial justice.

This study investigated how superintendents lead the process of within-district racial and socioeconomic integration.

The researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania.

The emergent “Leadership for In-District Integration” theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing.

The current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members.

The Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts.

Education, and especially the life of a teacher, is constantly evolving. Teachers' roles and responsibilities have become more complicated and multifaceted over time. Therefore, they have to invest a great deal of time, energy, and effort to navigate the demands and complexities of their role. In the last 20 years, education has changed in response to increased workload, the rise of high-stakes testing and accountability, social-emotional and behavioral challenges among students, school safety concerns, equity concerns, and now the coronavirus pandemic. These factors have been linked to high stress and teacher burnout, which leads to more teachers leaving their jobs (Arvidsson et al., 2019). Nonetheless, those who endure the flames of burnout do so because they are resilient in the face of adversity and persistent in their commitment to the call of teaching and learning. This chapter examines the effects of stress and burnout among three alternatively certified teachers and the behaviors and strategies these educational first responders employ to build resilience and persistence in their service to the students who shape our future.

This study aims to investigate and compare the characteristics of three topologies of moving-magnet linear oscillating actuator (LOA) based on their mover position. Positive aspects and consequences of every topology are demonstrated. Three topologies of axially magnetized moving-magnet LOA; outer mover, inner mover (IM) and dual stator (DS) are designed and examined. Due to its characteristically high thrust density and more mechanical strength, axially magnetized tubular permanent magnets (PMs) are used in these topologies.

LOAs are designed and optimized using parametric sweep, in term of design parameters and output parameters like thrust force, stroke and operating resonance frequency of the LOA. All the pros and cons of each topology are investigated and compared. Output parameters of the LOAs are compared using same size of the investigated LOAs. Mover mass, which plays a vital role in resonant operation, is analyzed for IM and DS designs. Investigated LOAs are compared with conventional designs of LOA for compressor in refrigeration system with regards of motor constant, stroke and thrust per PM mass.

This paper analyzes three topologies of moving-magnet LOAs. The basic difference between investigated LOAs is the radius of tubular-shaped mover from its central axis. All the design parameters are compared and concluded that thrust per PM mass of IMLOA is maximum. OMLOA provides maximum motor constant of value 180 N/A. DSLOA provides thrust force with motor constant 120 N/A and required intermediate materials of PMs. All the three designs give the best results in terms of motor constant and thrust per PM mass, compared to conventional designs of LOA.

This paper determines the impact of mover position from its central axis in a tubular-shaped moving-magnet LOA. This work is carried out in correspondence of latest papers of LOA.

This paper aims to investigates a novel design of a modular moving magnet linear oscillating actuator (MMM-LOA) with the capability of coupling modules, based on their application and space requirements.

Proposed design comprised of modules, and modules are separated by using nonmagnetic materials. Movable part of the proposed design of LOA is composed of permanent magnets (PMs) having axial magnetization direction and tubular structure. Stator of the proposed design is composed of one coil individually in a module. Dimensions of the design parameters are optimized through parametric analysis using COMSOL Multi Physics software. This design is analyzed up to three modules and their response in term of electromagnetic (EM) force and stroke are presented. Influence of adding modules is analyzed for both directions of direct current (DC) and alternating input loadings.

Proposed LOA shows linear increase in magnitude of EM force by adding modules. Motor constant of the investigated LOA is 264 N/A and EM force per PM mass is 452.389 N/kg, that shows significant improvement. Moreover, proposed LOA operates in feasible region of stroke for compressor application. Furthermore, this design uses axially magnetized PMs which are low cost and available in compact tubular structure.

Proposed LOA shows the influence of adding modules and its effect in term of EM force is analyzed for DC and alternating current (AC). Moreover, overall performance and structural topology is compared with state-of-the-art designs of LOA. Improvement with regard of motor constant and EM force per PM mass shows originality and scope of this paper.