Fall 2019 Impact

Issue link: http://publications.catstonepress.com/i/1226718

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Page 7 of 43

7 Introduction When students feel a connection to the content or the person teaching the content, the probability of their success increases. John Hattie's research shows that one indicator of a student's academic success is the connection he/she has with the teacher. In this issue of the Impact Journal, you'll read about how some schools and/or Districts make that connection. e deliberate actions of the school community members ensures that student needs are met. Although the practices look different, the desired outcome of being culturally responsive in order to help establish solid relationships at school is the same. At the school level, a number of leaders have promoted practices that get results. In the article, "Culturally Responsive Schools in Action...And the Results to Prove It!," Penny Ciaburri outlines the journey some schools took as they sought to increase the academic achievement of African American males. To accomplish that goal, we learn about how they each employed very different practices to improve achievement. Finding responsive practices to ensure students with disabilities experience success is another focus of this issue explored. Suggestions made by Dr. Whitney Rapp and Dr. Katrina Arndt in "e Culture of School for Students Who Receive Test Accommodations" demonstrate that there are ways to support all students as we seek to respond to the needs Dr. LaQuita Outlaw has worked in school leadership for over a decade. Dr. Outlaw serves as a peer editor for Corwin Press and assists several local organizations with organizing professional development opportunities for educators across Long Island.

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