Vicki Park
Biographic Data
| ID | 6208748 |
|---|---|
| NAME | Vicki Park |
| GIVEN NAMES | Vicki |
| FAMILY NAME | Park |
| SIGNATURE | PARK V |
| AFFILIATIONS | San Jose State University |
| ORCID | 0000-0001-8446-4619 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Principals’ emotions in school improvement: The role of people, practices, policies, and patterns
The work of principals has become increasingly challenging and complex, as they are expected to lead school improvement, manage -a host of competing demands, and attend to the needs of diverse stakeholders. However, the emotions related to principals’ work, particularly in relation to educational reform, has been understudied in recent years. This paper investigates the emotional dimensions of principals’ work with respect to school improvement a…
Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers’ decision making through mandate…
Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All
This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional dev…
Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers’ decision making through mandate…
Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All
This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional dev…
Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All
This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional dev…
Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers’ decision making through mandate…
Principals’ emotions in school improvement: The role of people, practices, policies, and patterns
The work of principals has become increasingly challenging and complex, as they are expected to lead school improvement, manage -a host of competing demands, and attend to the needs of diverse stakeholders. However, the emotions related to principals’ work, particularly in relation to educational reform, has been understudied in recent years. This paper investigates the emotional dimensions of principals’ work with respect to school improvement a…
Educational Assessment and Improvement (3 works) · Political science (3 works) · Psychology (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Public relations (2 works) · Social Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Context (archaeology (1 works) · Decision-making models (1 works)