Helen M Marks
Biographic Data
| ID | 341127 |
|---|---|
| NAME | Helen M Marks |
| GIVEN NAMES | Helen M |
| FAMILY NAME | Marks |
| SIGNATURE | MARKS H M |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 293 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 8 |
Shared Leadership for Teacher and Student Learning
The article synthesizes research findings from studies examining how principals and teachers contribute to shared instructional leadership and the relationship of shared instructional leadership to teacher and student learning. Principals and teachers contribute to the leadership equation in each school in different ways, according to school context and personnel, but an important finding is that the ways in which teachers and principals lead are…
Community Service in the Transition: Shifts and Continuities in Participation from High School to College
Additional informationNotes on contributorsHelen M. MarksHelen M. Marks is an associate professor and Susan Robb Jones is an assistant professor, school of Educational Policy and Leadership, at The Ohio State University. Address inquiries to the first author at [email protected] Robb JonesHelen M. Marks is an associate professor and Susan Robb Jones is an assistant professor, school of Educational Policy and Leadership, at The Ohio State Uni…
Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership
Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership-transformational and instructional. The sample comprises 24 nationally selected restructured schools-8elementary, 8middle, and 8high schools. In keeping with the mult…
Poetry
Celestial eventsJewish museum, Berlin In WinterWriter’s cramp1939 By Lisa BeatmanMemorial DayThe Death PoemsMy Own Alicia
Socialization for Citizenship through Community Service: Disparities in Participation among U.S. High School Students
This study examines participation in community service among a sample of 16,232 sophomores in 938 U.S. public, Catholic, and private independent high schools in 1990. Using data from the National Education Longitudinal Study of 1988 (NELS:88), we investigate whether disparities in participation exist and to what extent these disparities reflect social, psychological, and educational differences among the students. The analysis is grounded in a so…
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particularly in the classroom, Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that …
Paths to Success: Beating the Odds in American Society
Who would have thought that Joycelyn Elders, born into a family that chopped cotton and trapped raccoons to survive, would grow up to be Surgeon General of the United States? Or that Clarence Thomas, brought up by his barely literate grandfather, would someday be a Justice of the Supreme Court? Certainly not statisticians, who tell us that impoverished backgrounds are fairly accurate predictors of impoverished futures. This book seeks out the sto…
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for a…
Authentic Pedagogy and Student Performance
Reform efforts may increase active learning without enhancing the intellectual quality of students' work. We present a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning, or constructivist, perspectives but that establish standards of intellectual quality rather than teaching techniques or processes as the central target of instruction. We show that in rest…
Teachers’ Professional Community in Restructuring Schools
Professional community among teachers, the subject of a number of recent major studies, is regarded as an ingredient that may contribute to the improvement of schools. The research reported in this article is grounded in the assumption that how teachers interact with each other outside of their classrooms may be critical to the effects of restructuring on students. The analysis focuses on the type of professional community that occurs within a sc…
Gender Differences in Secondary School Teachers' Control over Classroom and School Policy
The study described in this article examined the effect of school gender organization--whether it is a boys' school, girls' school, or coeducational school--on gender differences in teachers' perceptions of organizational control. The study was conducted in U. S. independent schools, both because of the variety of gender organization in these schools and because of the tendency for independent school teachers to have more organizational influence…
Sexism in Single-Sex and Coeducational Independent Secondary School Classrooms
This study investigated how engenderment (socialization to gender) operates in three types of independent secondary schools—boys' schools, girls' schools, and coeducational schools. Observational data were collected in 86 classrooms in 21 schools in specific curricular areas. The study found that teachers initiated most of the incidents in six categories of sexism. Furthermore, although the frequency of incidents was similar in the three types of…
Persistence to the Baccalaureate Degree for Students Who Transfer from Community College
This article investigates the probability of attaining a baccalaureate degree for students who enrolled in community college after high school graduation and subsequently transferred to a four-year college. With logistic regression methods, this probability is compared with that of their counterparts who entered four-year institutions directly from high school. Using four waves of data from the high school class of 1980 from High School and Beyon…
Who Goes Where? Choice of Single-Sex and Coeducational Independent Secondary Schools
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particularly in the classroom, Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that …
Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership
Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership-transformational and instructional. The sample comprises 24 nationally selected restructured schools-8elementary, 8middle, and 8high schools. In keeping with the mult…
Teachers’ Professional Community in Restructuring Schools
Professional community among teachers, the subject of a number of recent major studies, is regarded as an ingredient that may contribute to the improvement of schools. The research reported in this article is grounded in the assumption that how teachers interact with each other outside of their classrooms may be critical to the effects of restructuring on students. The analysis focuses on the type of professional community that occurs within a sc…
Authentic Pedagogy and Student Performance
Reform efforts may increase active learning without enhancing the intellectual quality of students' work. We present a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning, or constructivist, perspectives but that establish standards of intellectual quality rather than teaching techniques or processes as the central target of instruction. We show that in rest…
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for a…
Sexism in Single-Sex and Coeducational Independent Secondary School Classrooms
This study investigated how engenderment (socialization to gender) operates in three types of independent secondary schools—boys' schools, girls' schools, and coeducational schools. Observational data were collected in 86 classrooms in 21 schools in specific curricular areas. The study found that teachers initiated most of the incidents in six categories of sexism. Furthermore, although the frequency of incidents was similar in the three types of…
Socialization for Citizenship through Community Service: Disparities in Participation among U.S. High School Students
This study examines participation in community service among a sample of 16,232 sophomores in 938 U.S. public, Catholic, and private independent high schools in 1990. Using data from the National Education Longitudinal Study of 1988 (NELS:88), we investigate whether disparities in participation exist and to what extent these disparities reflect social, psychological, and educational differences among the students. The analysis is grounded in a so…
Persistence to the Baccalaureate Degree for Students Who Transfer from Community College
This article investigates the probability of attaining a baccalaureate degree for students who enrolled in community college after high school graduation and subsequently transferred to a four-year college. With logistic regression methods, this probability is compared with that of their counterparts who entered four-year institutions directly from high school. Using four waves of data from the high school class of 1980 from High School and Beyon…
Who Goes Where? Choice of Single-Sex and Coeducational Independent Secondary Schools
Shared Leadership for Teacher and Student Learning
The article synthesizes research findings from studies examining how principals and teachers contribute to shared instructional leadership and the relationship of shared instructional leadership to teacher and student learning. Principals and teachers contribute to the leadership equation in each school in different ways, according to school context and personnel, but an important finding is that the ways in which teachers and principals lead are…
Community Service in the Transition: Shifts and Continuities in Participation from High School to College
Additional informationNotes on contributorsHelen M. MarksHelen M. Marks is an associate professor and Susan Robb Jones is an assistant professor, school of Educational Policy and Leadership, at The Ohio State University. Address inquiries to the first author at [email protected] Robb JonesHelen M. Marks is an associate professor and Susan Robb Jones is an assistant professor, school of Educational Policy and Leadership, at The Ohio State Uni…
Gender Differences in Secondary School Teachers' Control over Classroom and School Policy
The study described in this article examined the effect of school gender organization--whether it is a boys' school, girls' school, or coeducational school--on gender differences in teachers' perceptions of organizational control. The study was conducted in U. S. independent schools, both because of the variety of gender organization in these schools and because of the tendency for independent school teachers to have more organizational influence…
Who Goes Where? Choice of Single-Sex and Coeducational Independent Secondary Schools
Persistence to the Baccalaureate Degree for Students Who Transfer from Community College
This article investigates the probability of attaining a baccalaureate degree for students who enrolled in community college after high school graduation and subsequently transferred to a four-year college. With logistic regression methods, this probability is compared with that of their counterparts who entered four-year institutions directly from high school. Using four waves of data from the high school class of 1980 from High School and Beyon…
Sexism in Single-Sex and Coeducational Independent Secondary School Classrooms
This study investigated how engenderment (socialization to gender) operates in three types of independent secondary schools—boys' schools, girls' schools, and coeducational schools. Observational data were collected in 86 classrooms in 21 schools in specific curricular areas. The study found that teachers initiated most of the incidents in six categories of sexism. Furthermore, although the frequency of incidents was similar in the three types of…
Gender Differences in Secondary School Teachers' Control over Classroom and School Policy
The study described in this article examined the effect of school gender organization--whether it is a boys' school, girls' school, or coeducational school--on gender differences in teachers' perceptions of organizational control. The study was conducted in U. S. independent schools, both because of the variety of gender organization in these schools and because of the tendency for independent school teachers to have more organizational influence…
Authentic Pedagogy and Student Performance
Reform efforts may increase active learning without enhancing the intellectual quality of students' work. We present a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning, or constructivist, perspectives but that establish standards of intellectual quality rather than teaching techniques or processes as the central target of instruction. We show that in rest…
Teachers’ Professional Community in Restructuring Schools
Professional community among teachers, the subject of a number of recent major studies, is regarded as an ingredient that may contribute to the improvement of schools. The research reported in this article is grounded in the assumption that how teachers interact with each other outside of their classrooms may be critical to the effects of restructuring on students. The analysis focuses on the type of professional community that occurs within a sc…
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for a…
Paths to Success: Beating the Odds in American Society
Who would have thought that Joycelyn Elders, born into a family that chopped cotton and trapped raccoons to survive, would grow up to be Surgeon General of the United States? Or that Clarence Thomas, brought up by his barely literate grandfather, would someday be a Justice of the Supreme Court? Certainly not statisticians, who tell us that impoverished backgrounds are fairly accurate predictors of impoverished futures. This book seeks out the sto…
Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years
Although student engagement with the intellectual work of school is important to students' achievement and to their social and cognitive development, studies over a span of two decades have documented low levels of engagement, particularly in the classroom, Examining several theoretical perspectives that attempt to explain engagement through comprehensive frameworks, this study evaluates the effect on engagement of school reform initiatives that …
Poetry
Celestial eventsJewish museum, Berlin In WinterWriter’s cramp1939 By Lisa BeatmanMemorial DayThe Death PoemsMy Own Alicia
Socialization for Citizenship through Community Service: Disparities in Participation among U.S. High School Students
This study examines participation in community service among a sample of 16,232 sophomores in 938 U.S. public, Catholic, and private independent high schools in 1990. Using data from the National Education Longitudinal Study of 1988 (NELS:88), we investigate whether disparities in participation exist and to what extent these disparities reflect social, psychological, and educational differences among the students. The analysis is grounded in a so…
Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership
Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership-transformational and instructional. The sample comprises 24 nationally selected restructured schools-8elementary, 8middle, and 8high schools. In keeping with the mult…
Community Service in the Transition: Shifts and Continuities in Participation from High School to College
Additional informationNotes on contributorsHelen M. MarksHelen M. Marks is an associate professor and Susan Robb Jones is an assistant professor, school of Educational Policy and Leadership, at The Ohio State University. Address inquiries to the first author at [email protected] Robb JonesHelen M. Marks is an associate professor and Susan Robb Jones is an assistant professor, school of Educational Policy and Leadership, at The Ohio State Uni…
Shared Leadership for Teacher and Student Learning
The article synthesizes research findings from studies examining how principals and teachers contribute to shared instructional leadership and the relationship of shared instructional leadership to teacher and student learning. Principals and teachers contribute to the leadership equation in each school in different ways, according to school context and personnel, but an important finding is that the ways in which teachers and principals lead are…
Psychology (11 works) · Mathematics education (10 works) · Political science (10 works) · Pedagogy (8 works) · Sociology (7 works) · Teacher Education and Leadership Studies (7 works) · Academic achievement (4 works) · Multilevel model (4 works) · Sample (material (4 works) · School Choice and Performance (4 works)