NIUSI

part of the Education Reform Networks

Resource Development & Allocation

• Mental Health in Urban Schools
  This paper is on mental health in urban schools. It was produced by the National Institute for Urban School Improvement (NIUSI).
• The Transformation of the Teachers' Role at the End of the Twentieth Century: New Challenges for the Future
  The authors discussed that rapid global changes have transformed education for the elite into mass education, resulting in the following: new teacher responsibilities, less educational activity by families, mass media access to learning, multicultural education models, change in the social worth of education and status of teachers, fewer resources for education, decline of authority and discipline, and teacher overload.
• Proactive Culturally Responsive Discipline
  This exemplar was produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). The ways that schools intervene with students' challenging behavior have been historically "reactive, exclusionary, and ineffective." Traditional reactive discipline interventions include detention, suspension, and expulsion, all of which punish students by excluding them from school and limiting opportunity to receive positive support for behavior change.
• Anti-Bias Teaching To Address Cultural Diversity
  Multiculturalism must be integrated into classrooms and the curriculum, and it must be all-encompassing, taught through formal lessons and modeled and demonstrated at all times. The author describes how teachers can create an anti-bias curriculum and promote a multicultural or anti-bias classroom.
• School organizational structures: Effects on teacher and student learning
  In this study, the authors attempted to explore the relationship between teacher learning and student learning under different school structural conditions. Some 1,330 teachers from twenty nine secondary schools of different community backgrounds and student academic abilities in Hong Kong were surveyed, using instruments from diverse conceptual sources.
• Tribal Libraries: And Still They Rise
  The author studied tribal libraries through visits to libraries in Oklahoma, New Mexico, and Arizona. Tribal libraries serve as key information centers for the tribe's sovereign nation, and are almost always the education center of the community.
• Educational needs and barriers for refugee children in the United States: A review of the literature.
  Today around globe, 20.8 million refugees are striving to seek a safe place in more than 150 countries. Approximately, half of the refugee population in the world is younger than 18 years old.
• Self-knowledge, capacity and sensitivity: Prerequisites to authentic leadership by school principals.
  This article is about authentic leadership. It applies to all educational leaders interested in developing authentic leadership capacities within themselves and amongst others.
• "If There Is a Better Intercultural Plan in Any School System in America, I Do Not Know Where It Is": The San Diego City Schools' Intercultural Education Program, 1946-1949
  The author explored the history of the San Diego City Schools' attempts at intercultural reform after World War II, noting educators' response to specific student and community needs in the wake of racial, ethnic, and religious tensions. The 3-year intercultural program was one of the first of its kind in California and became a model for other cities to follow.
• Blue ribbon planning. Northwest Education
  The author described changes in a district that created a sense of ownership, created spaces that implement food educational ideas and accommodate community activities and given each school its own "signature.".
• The Change Leader
  In this article, Michael Fullan, a leading scholar in the field of educational reform, argued that concept of principal as instructional leader is too limited to sustain school improvement. He commented that only principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement.