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  • Educational science and education research  (2)
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  • Educational science and education research  (2)
  • 1
    Online Resource
    Online Resource
    Development and Validation of the Coping With Acculturative Stress in American Schools (CASAS-A) Scale on a Latino Adolescent Sample
    SAGE Publications ; 2014
    In:  Assessment for Effective Intervention Vol. 40, No. 1 ( 2014-12), p. 3-15
    Details
    In: Assessment for Effective Intervention, SAGE Publications, Vol. 40, No. 1 ( 2014-12), p. 3-15
    Abstract: The psychometric properties of the Coping With Acculturative Stress in American Schools (CASAS-A) scale were examined using a sample of 148 Latino middle school students. CASAS-A is a self-report scale designed to identify students in need of culturally responsive social–emotional interventions due to having high levels of school-related acculturative stress. Confirmatory factor analysis (CFA), analyses of internal consistency, correlations with related measures, and group differences among Latino English Language Learners (ELLs) and non-ELLs were examined. The CFA results indicate that the data fit the hypothesized factor structure. The results also support adequate levels of reliability and validity. In addition, significant group differences were found between Latino ELLs and non-ELLs, with Latino ELLs reporting higher levels of acculturative stress in CASAS-A. Implications for future research, as well as recommendations for practitioners who implement culturally responsive interventions, are discussed.
    Type of Medium: Online Resource
    ISSN: 1534-5084 , 1938-7458
    URL: Article
    DOI: 10.1177/1534508413500983
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2014
    detail.hit.zdb_id: 2296039-9
    SSG: 5,3
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    Online Resource
  • 2
    Online Resource
    Online Resource
    The Role of District and School Leaders’ Trust and Communications in the Simultaneous Implementation of Innovative Policies
    SAGE Publications ; 2017
    In:  Journal of School Leadership Vol. 27, No. 1 ( 2017-01), p. 31-67
    Details
    In: Journal of School Leadership, SAGE Publications, Vol. 27, No. 1 ( 2017-01), p. 31-67
    Abstract: This mixed-method multiple case study investigated nine elementary schools. Six “odds-beating schools,” which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessments when compared with three typically performing schools. The overarching research question guiding this study was: What forces, factors, and actors account for odds-beating schools’ better outcomes? The trust–communication connection provided one answer. Relational trust in odds-beating schools is an intraorganizational phenomenon, and it is accompanied by interorganizational trust (reciprocal trust). These two kinds of trust are accompanied by intraschool and district office–school communication mechanisms. Trust and communications are mutually constitutive as innovations are implemented. This connection is also an implementation outcome. When today's innovation implementation initiatives reinforce this trust–communication connection, it becomes an organizational resource for future innovation implementation.
    Type of Medium: Online Resource
    ISSN: 1052-6846
    URL: Article
    DOI: 10.1177/105268461702700102
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2017
    detail.hit.zdb_id: 2963047-2
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
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