NASSP Bulletin

Social capital (or the ways in which people in an organization collaborate and to a greater extent the quality of the professional community in that context) has a variety of implications for organizations, specifically schools. This study examined the relationship between the attitudes of administrators and faculty at the secondary level toward Internet-based technology and virtual networking and the development and support of social capital within school settings. A mixed-methods design was employed consisting of a questionnaire, focus group discussion, and site observations conducted in six secondary schools. Findings demonstrate a significant relationship between (teacher and administrative) perceptions of Internet-based technology and virtual networking and the development of social capital. Evidence suggests that school improvement as demonstrated by student outcomes (e.g., achievement and a sense of community welfare or connectedness) can be achieved by using Internet-based technology for virtual networking and professional community building. Given the proliferation of technology within school settings, this study provides (1) insights into those concerned with 21st-century learning priorities and (2) knowledge that can inform decisionmaking regarding attitudes toward Internet-based technology and virtual networking.

To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with disabilities, it is important to understand their perspectives on secondary transition; however, research on administrators' involvement in secondary transition activities is limited. Using a single-state survey, this study examined the perspectives of secondary school administrators (i.e., principals and assistant principals) on their involvement and engagement in providing effective transition services for students with disabilities and their perceptions of barriers to providing and supporting transition efforts. Frequency of responses show the majority of administrators indicated they were highly involved in including parents and families in transition processes and attending IEP meetings. Yet, they were never directly involved with collaborating with community agencies to be actively involved with students with IEPs. Frequency of responses also show the majority of participants identified families not being prepared to participate in transition processes as a significant barrier as well as the absence of real-life instructional contexts (e.g., paid work experience) and lack of effective supports for students with IEPs from outside agencies as significant or moderate barriers. Implications for practice and future research are provided.

Though bullying is a near universal experience for middle school students at some point, LGBTQ + students experience additional stress and poorer academic outcomes than their peers do. This qualitative study interviewed six middle school principals from rural, suburban and urban schools. Data collection for this study included two semi-structured interviews over a four-month period. Data analysis included a constant comparative method using minority stress prior-research themes. Principals noted that many of the LGBTQ + students experienced prejudice and stigma. They also stated, that some of the LGBTQ + concealed their identity and at times internalized their phobias.

Co-teaching is a social justice pedagogy that can increase educational access to groups of students who have historically been underserved and segregated in their schools. However, a school leader's failure to ensure inclusive cultures and critical support is its greatest obstacle. This retrospective, written by a former administrator and a special education teacher who collaborated on a high school co-teaching model for ten years, offers practical perspectives on implementation and includes actionable leader strategies for creating truly transformative co-taught classrooms.