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The national policy context regarding transgender students' rights has been volatile in recent years. New York State's Department of Education has a transgender policy in place, yet local school districts around New York State do not. This qualitative case study examined how district and school staff perceived the knowledge and effectiveness of transgender policies. Findings suggest a policy breakdown created by key stakeholders at both the district and school levels that leave transgender students vulnerable.

Second language anxiety is an emotional reaction that diminishes second language learners' academic performance. Researchers have identified cognitive and affective factors as contributors to students' classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to investigate the effects of native language learning history, second language learning attitude, intrinsic/extrinsic motivation, and self-efficacy on students' second language classroom anxiety. Multiple regression results indicated that the affective factors, self-efficacy and attitudes about learning the target language, were significant predictors of students' English communication apprehension in the classroom.

The current focus on STEM education is based on the idea that science, technology, engineering and math be taught in an interdisciplinary and applied approach in grades K-12. There is growing attention to integrating the arts as an equal partner to STEM learning (STEAM). The purpose of this cluster random sample experimental study was to examine the effect of visual art instruction, specifically drawing, on long-term retention of science content. Fifty-five fifth and sixth grade students participated in this study, 31 in the experimental group and 24 in the control group. Both groups received instruction based on a modified science lesson developed by Arizona State University in cooperation with the National Aeronautics and Space Administration. The experimental group received instruction on art techniques to be used for drawing and the development of visual notes while the control group used traditional note taking and writing. A delayed post-test revealed that the drawing group scored significantly higher for retention of content. Implications for authentic arts integration revealed by this study suggest that the arts play a significant role in learning and content retention in art and science. More significantly, the participants in this study were at the level of proficiency and labeled gifted (minimum IQ of 130), demonstrating that arts integration is effective with a more diverse population than marginalized students studied in previously investigations.

The increased demand for educational reform and accountability has resulted in a renewed focus on the relationship between building leaders and district leaders, particularly on how district leaders can support principals to ensure the academic success of students. The No Child Left Behind Act of 2001 (NCLB) and Race to the Top (RttT) legislations hold both schools and districts accountable for setting high standards and establishing measurable goals that will improve school achievement. However NCLB, as noted by Marsh & Robin (2006), failed to outline the strategies for building and district level leaders, "instead leaving to the discretion of the school and district administrators the responsibility for identifying strategies that best fit their particular local context and address their specific needs" (p.2). Therefore an essential role of district leaders is to make educational reform a reality by translating policies into improved school practices that enhance the leadership of principals (Bottoms & Fry, 2009). While a majority of recent district leadership studies offer insight into practices that have worked toward meeting education reform and accountability expectations in urban school districts, there is limited research focused on district leadership in suburban districts. The question is whether these urban district leadership practices will work in suburban school districts. The purpose of this study is to examine whether successful urban research-based district leadership practices have applicability to suburban district leaders.

This case tells the story of a failed public-private partnership. It illustrates how stakeholders, encouraged by the current political context, rushed into a partnership without establishing a basis for mutual understanding and expectations. As a result of this hasty arrangement, questions emerged over who ultimately controlled decisions related to curriculum and personnel issues. This case speaks to educational school and district leaders as well as private sector actors interested in becoming involved in public education. Students studying this case should examine the power and potential of memos of understanding and contracts, the importance of a unified educational vision and the successes and pitfalls of public-private partnerships.

This case study report will identify modifications made to a traditional leadership program's structures and the effects of the work on faculty perceptions of non-traditional doctoral programs. Union Free School District is the only school district to ever be taken over by the state. A nearby university's research-based educational leadership department created a new doctoral cohort program for the sole purpose of preparing Union Free School District's current school leaders to reverse the district's course and restore its credibility. This case study explores the journey of an emerging relationship between the university and the school district. Through a document analysis of evidence we will determine how this innovative Union cohort leadership program is affecting institutionalized structures of the traditional cohort leadership program.

The No Child Left Behind parental involvement mandates have a direct impact on the work of administrators. Although the legislation is perceived as comprehensive regarding the implementation of parent involvement activities, the rigorous application of these strategies has not had the desired outcomes in low-performing, predominantly African American schools. In such settings, a traditional conceptualization of these legal requirements has not provided adequate direction to increase the quality of parent involvement that will have a positive effect on student achievement. This article explores the informational, governance, and engagement requirements of No Child Left Behind to determine their effectiveness in promoting African American parent actions that will directly affect student learning. I suggest that No Child Left Behind informational and governance strategies in isolation will not have a powerful impact on parent involvement or student achievement, and I recommend alternative approaches that will more directly support student learning. (Contains 1 note.)

One can honor the whole child and every child by recognizing and addressing the social justice issues embedded in classroom discussions. The unconditional respect is every student's entitlement and it provides proper foundation for meaningful teaching and learning.