Bogotch, Ira

For nearly 60 years, politicians and policymakers have sought to improve the educational outcomes of students across their states and the country through legislated policies and programs. Despite their efforts, little progress has been made in improving the outcomes of the nation’s most vulnerable students. The achievement gap persists, and poverty divides the haves from the have-nots, especially in reading achievement.
This study was designed to explore the impact of increasing time allocated for reading instruction on student achievement in English Language Arts (ELA). Additional research questions were also included to determine if other factors impacted student achievement in ELA. The objective of this study was to determine if adding instructional time for any number of years improved student outcomes in reading.

There is a growing interest and attention for organizations to move from a shareholder capitalist to stakeholder capitalist business model, in which delivering environmental, social, and governance (ESG) performance is becoming more pronounced. Because of this transition, there is growing pressure for managers at all levels to act in sustainable, socially responsible, and ethical (SRE) ways; yet the current management models are based on maximizing economic value and scientific management. Therefore, the attempts to try and manage 21st century organizations with 20th century management practices and the aspirations of responsible management education have not demonstrated the desired effect (Laasch & Gherardi, 2019), as seen by continued business failures. It is not yet understood whether it is possible for the everyday manager to effectively navigate the tensions and contradictions of trying to deliver economic value to shareholders, social and ecological value to other stakeholders, while simultaneously attending to regulatory policies and, in the process, avoiding burnout for overtasked managers. Conducted in a debt remediation call center in the Dominican Republic, this study used an eclectic design integrating abductive analysis with a cultural-historical activity theory methodology to explore responsible management practices at the lowest levels of management. The findings describe responsible managers as pressure moderators enacting four primary elements: 1) embracing a pluralistic logic of responsibility, 2) accepting tensions with resilience, 3) engaging practices dynamically to moderate pressures, and 4) learning primarily on the job amid real work. In this organization, moderating the pressures of emotional labor was the primary object of their attention.

In the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to COVID-19 and the murder of George Floyd and the pressures of this crisis context. Guided by multiple contextual lenses and theoretical frameworks, this study used an abductive analysis approach to uncover surprising and anomalous data to build renewed understandings in educational leadership. In doing so, I discovered elements of healthcare and sensemaking around life and death that led to the integration of a healthcare humanization framework. Together, this study found that principals adopted new or shifted roles and identities that focused on humanizing practices. Principals became first responders; mediators of health, political, and humanizing communications; needs-based leaders; civil rights leaders; and leaders who sought agency by supporting others in uncontrollable situations. These changes were embedded in systems that remained acontexual and dehumanistic that created tensions for leaders to navigate. These findings supported the early developments of a humanizing leadership peri-crisis framework to elucidate leaders’ responses in crisis contexts particularly when loss is imminent. This research is significant because the literature on theoretical frameworks for crisis school leadership is small and even fewer studies have operationalized humanizing school leadership practices. Recommendations based on the findings are also proposed for researchers,
practitioners, and policy-makers.

This study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model (IEO).
A descriptive analysis described the sample's individual and institutional characteristics and demographics. Correlational analyses were conducted to determine the strength of the relationship between variables. Finally, the data were analyzed using hierarchical, multiple regression. The regression model explored factors predicting job satisfaction and job stress among teachers. This study reported statistically significant results for each regression model. Statistically significant at p < .001, the factors that explained 55% of the variance in the final job satisfaction model included: How do background characteristics (e.g., sex, ethnic origin, and age), behavioral factors (e.g., openness, intrinsic motivation), and institutional variables (autonomy, student behavior, leadership, and school climate and culture) predict teacher job stress in Broward County? Implications for policy, practice and future research regarding job satisfaction and stress are included.

To address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses exercises were combined into a curriculum and instructional toolbox that was utilized to strengthen the historical literacy of two groups of college students enrolled in separate sections of an American history course. Once students engaged with critical pedagogical and critical thinking and historical thinking exercises featured in the critical historical analyses exercise toolbox, new learning emerged that gave students opportunities to develop critiques and conduct
dialogic and writing activities using history content.
Pedagogical exercises involved the history instructor engaging students initially in dialogic exercises and then moved to writing content. The history curriculum prompted non-history major college students, divided into advanced dual enrolled high school students and traditional state college students, to learn how to think in depth about societal issues linking the past and the present. Students then strengthened habits in how to identify relevant problems rooted from history and how to practice constructing modern solutions to problems.
The aim was to help students establish their critical voices and enhance their historical literacy to ultimately cultivate critical historical literacy. Critical historical literacy among these students reflected abilities to interpret historical data through critiquing lenses that focused on social justice and societal progression while developing skills to construct defensible critical narratives with historical evidence. In the process, students cultivated critical historical literacy on the foundation of engaging with the six critical historical analyses toolbox exercises on which this study centered.

Helping through acts of philanthropy is a cultural norm in the United States. People of all generations give to a variety of causes, including their alma maters. Research shows that millennials had positive experiences at their institutions and want to stay engaged. However, they are more likely to donate to their favorite cause than their alma mater. This study investigates what motivates the millennial generation to give to their undergraduate alma mater. Building on existing work targeted at giving, it asks: To what extent does personal experience affect millennials giving to their alma mater before graduation, during the process of graduation, and after graduation?
Based on the review of literature on generational giving, and the theory of planned behavior, a survey was distributed targeting millennials who met the following two criteria: 1) born between 1980–2000, and 2) graduated with an undergraduate degree
between 2005 and 2015. A secondary analysis of data was employed to correlate the findings from the close-ended survey and examine the giving trends among millennials and how those trends vary among the other three giving generations: mature/silents, baby boomers, and Generation X.

This mixed methods study explored and measured the multi-dimensional
construct of global-mindedness as it applies to the study abroad professional and defines
the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five
dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and
interconnectedness was utilized to determine the global-mindedness of study abroad
professionals. Additionally, open and closed-ended questions were used to identify
similarities across the study abroad professionals and to help define and give meaning to
the term study abroad professional.
Research findings lead to the identification of four themes. Theme one focused on
characteristics that lend themselves to defining the term study abroad professionals.
Theme two focused on the individual characteristics and their association with Hett’s five
dimensions of global-mindedness. Qualitative data were used to support the various
research questions whose answers became part of the working definition for a study abroad professional. Theme three focused on study abroad. And, theme four focused on
evolving job announcements.
International education, specifically study abroad, has become a specialized and
recognized profession. What has emerged are specific academic requirements,
professional training, and various professional and personal experiences being a
requirement for entry into the field. Individuals entering the study abroad profession
need to have an advanced degree, most likely in education or international/global studies
(although other majors are acceptable), they will have studied, interned, volunteered,
worked, or lived abroad, they will have good communication skills, be open-minded,
organized, flexible, patient, empathetic, culturally sensitive, interculturally competent,
and will have previous experience in the field. These findings have led to the definition of
a study abroad professional. a study abroad professional is a globally-minded
administrator or advisor with international and professional experiences, educational
credentials, and personal traits that help them to relate to, communicate with, and support
students, faculty, and staff, while fostering a safe study abroad environment that meets
the needs of the institution and diverse student populations.

This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti
kindergarten teachers regarding their leadership roles in the classroom and schools within
the State of Kuwait. This study was conducted using a mixed methods research design
whereby both quantitative and qualitative data were collected and analyzed
simultaneously. The qualitative sample included 56 kindergarten teachers and twelve
heads of departments selected from 12 kindergarten schools from all six school districts
in the State of Kuwait. The quantitative sample included 560 volunteer participants who
completed a survey that measures teachers’ values, practices, and their perspectives on
school culture regarding teacher leadership. ANOVA was used to analyze the differences
among school district location, years of teaching experience, and teacher’s education
level.
The findings suggested that there were no statistically significant correlations
among teachers’ beliefs regarding teacher leadership and school location, years of
experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and
education level. There were significant correlations between school climate conducive to
teacher leadership and years of experience, without school location and education level.
Moreover, the concept of teacher leadership was ambiguous in Kuwaiti
kindergarten schools. There were some indications of opportunity for teacher leadership
roles, but those roles were not considered effective by participants. Teacher participants
believe that their roles are restricted, and this perspective was supported in part by the
heads of department. Teachers enumerated some hindrances to teacher leadership, such
as instability of ministry supervisors’ decisions; top-down, unilateral decision-making;
and school administrations’ tight control of teachers’ roles to the level of organizing and
running classrooms. Broader implementation of Kuwaiti school restructuring efforts
employing a distributed leadership model among formal and informal leadership roles
and positions is recommended to help improve quality of education, the teaching
profession, and school reform. In the end, the most significant benefit would be gained
by students.

Several Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian faith influenced their actions. This study was unique because it included the administrators. The Organizational Climate Descriptive Questionnaire Revised for Secondary Schools (OCDQ-RS) survey was administered and results indicated that the participants’ perception of school climate was strongly influenced by their interpersonal relationships with their leaders, and positive interactions with one leader balanced out negative interactions with another leader. The survey results determined that School B’s participants scored above average in all five behaviors, and in “Teacher Engaged Behavior” their high score was an outlier, but the qualitative strand proved the score was appropriate. A t-test proved there was a significant statistical difference between the two research sites. Both schools scored above average in their openness scores, supporting the literature that Christian schools tend to have healthier school climates than public schools. An intrinsic case study was used for the qualitative strand, and the results indicated that teachers appreciate “Intentional Compassionate Leaders” who demonstrate healthy communication skills and compassion, and administrators appreciate “Professional Teachers” who demonstrate healthy communication skills and reciprocal compliance. Teachers appreciate administrators who demonstrate humility, Christian leadership, collaboration, accessibility, and visibility. These findings are significant for all educators because they identify concrete actions that teachers and administrators can take to improve their professional relationships. Christian school leaders could consider conducting a school climate study with a qualitative strand and following the Christian Transformational Leadership style, which encourages leaders to develop professional relationships with teachers, provide teachers with growth opportunities, develop a shared vision with their staff, and incorporates the three R’s, which stand for Christian school leaders who are “responsible” to secure “resources” and implement “reform” to keep their school in business.

School leaders in the elementary and secondary levels are continually in search of
ways to raise student achievement. It is acknowledged that a quality teacher is the most
effective means to ensure student success. However, school leaders cannot stop at hiring
quality teachers. They must take steps to provide support for those teachers so they will
remain engaged in their jobs. This research study sought to examine how various
supportive actions by school principals can affect teacher engagement. It addressed the
research questions of “Can administrative support factors predict teacher engagement?”
and “Can teacher engagement predict student achievement?” This was accomplished
through a literature review of the topics associated with teacher engagement as well as a
quantitative analysis of responses solicited from high school teachers in a large urban
school district in the Southeastern United States. The results indicate that administrative
support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables.
It was found that the social events factor significantly predicted teacher engagement
(b=.419) with the next highest weight being the assessment factor (b=.246). However, the
study did not show a predictive relationship between teacher engagement and student
achievement.