WorldCat Identities

Reed, Cynthia J.

Works: 29 works in 33 publications in 1 language and 150 library holdings
Roles: Editor, Thesis advisor, Author
Classifications: LB3013.32, 371.58
Publication Timeline
Most widely held works by Cynthia J Reed
Creating and negotiating collaborative spaces for socially just anti-bullying interventions for K-12 schools by Azadeh F Osanloo( )

3 editions published between 2016 and 2017 in English and held by 112 WorldCat member libraries worldwide

Assessing the status of professional learning opportunities in U.S. independent schools by John Matthew Murray( )

1 edition published in 2010 in English and held by 3 WorldCat member libraries worldwide

Research has begun to create a consensus about the essential characteristics of professional learning opportunities that impact teachers' knowledge and practices. These key characteristics include duration, teacher collaboration, active learning, a content knowledge focus, and a connection to school goals. A recent national study (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009) found that professional development practices in U.S. public schools do not meet the new standards for effective teacher professional development, but no research exists on professional development practices in U.S. independent schools. For U.S. independent schools to move towards the standards established for effective professional development, information about the status of teacher learning in independent schools is needed. The present study addressed this problem by conducting a national survey of independent schools to assess the extent to which professional development opportunities in independent schools are aligned with research findings about effective professional development. This study is reported in manuscript format, with one manuscript examining the development and psychometric properties of the survey used in this study, a second manuscript discussing the data showing a significant gap between research-based principles of effective teacher learning and the current professional development programs of U.S. independent schools, and a third manuscript examining the differences in professional development practices across divisions and professional development budget sizes. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices of effective professional development, with independent schools continuing to rely upon ineffective conventional approaches such as workshops, speakers and conferences. Further, results indicated that this gap is consistent across independent schools with different professional development budgets but does differ across independent school divisions with the gap being larger in upper school and middle school divisions than lower school divisions. The findings of this study highlight the need for independent school leaders and teachers to take action to close the gap between current practices and the effective professional learning practices supported by over a decade of research (Desimone, 2009; Supovitz & Turner, 2000). Now that accurate information about what is happening regarding independent school professional learning is available, independent school leaders must move to examining why it is happening and how independent schools can move closer to the standards established for effective professional development
An examination of teacher working conditions in Alabama middle schools by Farrell Brady Seymore( )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

The purpose of this study was to determine what relationships, if any, exist between how Alabama middle school teacher perception of their principals affect student achievement and teacher attrition. Peer comparisons between elementary, middle, and high school teacher perceptions regarding their school's leadership were also examined. Using the sample of 21,252 Alabama teacher responses, including 3,402 middle school responses, statistically significant relationships were found between middle school teacher perception the school's leadership and student achievement and the likelihood that teachers remain in their current teaching position. The study also found that a statistically significant relationship exists between teacher perception of the school's principal and type of school in which a teacher works (elementary, middle, or high school). The findings from this study suggest more professional development is needed for Alabama middle school principals in the areas of school climate cultivation and instructional leadership. Mentoring of Alabama middle school principals should also be developed to train principals on specific middle grades issues
The effect of physical activity on science competence and attitude towards science content by Ann Maria Klinkenborg( )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

This study examines the effect of physical activity on science instruction. To combat the implications of physical inactivity, schools need to be willing to consider all possible opportunities for students to engage in moderate-to-vigorous physical activity (MVPA). Integrating physical activity with traditional classroom content is one instructional method to consider. Researchers have typically focused on integration with English/language arts (ELA) and mathematics. The purpose of this study was to determine the effect of physical activity on science competence and attitude towards science. Fifty-three third grade children participated in this investigation; one group received science instruction with a physical activity intervention while the other group received traditional science instruction. Participants in both groups completed a modified version of What I Really Think of Science attitude scale (Pell & Jarvis, 2001) and a physical science test of competence prior to and following the intervention. Children were videotaped during science instruction and their movement coded to measure the proportion of time spent in MVPA. Results revealed that children in the intervention group demonstrated greater MVPA during the instructional period. A moderate to large effect size (partial eta squared = .091) was seen in the intervention group science competence post-test indicating greater understanding of force, motion, work, and simple machines concepts than that of the control group who were less physically active. There was no statistically significant attitude difference between the intervention and control groups post-test, (F(1,51) = .375, p = .543). These results provide evidence that integration can effectively present physical science content and have a positive impact on the number of minutes of health-enhancing physical activity in a school day
Charitable-non-profit gambling : know your responsibilities as officers and board members( Visual )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

Uses dramatization to describe the legal responsibilities of nonprofit officers who use bingo, raffles, pulltabs, etc. as a method of fundraising
Developing an Accountability Plan for the Boys and Girls Club Building Bridges and Creating Learning Communities by Cynthia J Reed( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

This paper presents the case study of an attempt to bridge the gap between teacher and administrator preparation programs at Auburn University, Alabama, while engaging students in authentic learning situations at the Boys and Girls Club of Greater Lee County. The Boys and Girls Club of Greater Lee County serves 600 youth during the school year and another 750 in the summer months at 2 locations. Each of two classes, a doctoral level educational administration class and an undergraduate educational foundations class, engaged in projects that allowed university students to gain unique insights into the needs of the children and the community while providing necessary services to the clubs. The clubs in turn provided a learning laboratory for the students and professors. Many lessons were learned through the project. It was found to be essential to identify and consider agendas for the clubs and the college so that everyone could benefit. It was also important to keep the community involved and aware of the collaborative efforts. The project provided professional development opportunities for club staff, increased opportunities, such as tutoring, for club members, and increased learning experiences for college students and professors. (Contains 10 references.) (SLD)
Student Leadership and Restructuring A Case Study by Cynthia J Reed( Book )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

This study analyzes high school students' leadership roles and experiences during an urban school's restructuring. For the study, interviews, focus groups, documentation of meetings and activities, document analysis, and the involvement of students were considered. The report emphasizes the roles that students played within the school and why; who the students were who tended to get involved; how students were involved in the restructuring; and how students, teachers, and administrators viewed this involvement. Four conclusions are discussed: natural tensions that occurred based on differences inherent in students', teachers', and administrators' roles; the role of the building leader and how participation is defined and orchestrated by that person; the factors beyond the building-level leadership that also influenced student involvement, such as readiness of students, apathy, the need for coordination of efforts, teacher readiness, and clear understanding of boundaries; and the realization that simply involving all partners in decision-making does not guarantee that educational processes will improve. The paper addresses factors surrounding this type of restructuring, such as curriculum and philosophy, rationales for involving students, and what it might take for schools to become democratic communities. (Contains 63 references.) (RJM)
Gatekeepers : the role of police in ending mass incarceration( Book )

2 editions published in 2019 in English and held by 2 WorldCat member libraries worldwide

Breaking Boundaries Preparing Educational Leaders To Be Policy Advocates by Cynthia J Reed( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Students in an educational policy class at Auburn University became involved in policy advocacy for Professional Development Schools in the State of Alabama as part of their course work. Through the course, students learned about theory and practice of educational policy, Professional Development Schools and their policy needs, and the importance of becoming proactive in policy advocacy on issues pertinent to improving teaching and learning in schools. This paper describes the processes used and offers insights from three students about what they have learned and what it means to them as education professionals. An appendix contains protocols for national and state interviews. (Author/DFR)
Frameworks for Summative and Formative Evaluation of Diverse Pds Sites by Cynthia J Reed( Book )

2 editions published in 1999 in English and held by 2 WorldCat member libraries worldwide

This article presents the insights gained by individuals involved in designing and implementing an evaluation system for a coalition of Professional Development Schools (PDSs) in rural Alabama. The article begins with a brief overview of the history of PDSs, with a particular emphasis on issues related to establishing quality indicators and judging effectiveness. It discusses concerns about evaluating pds efforts. Next, it presents a detailed description of the context and discusses how the system has been used to reform, inform, and transform both institutions and professional relationships. In discussing how to create a comprehensive system for evaluating pds efforts, it looks at the background and context of Auburn University's pds efforts, discusses the creation of quality indicators, and examines the design of the evaluation system. The article explains how to use evaluation for future growth and concludes with a set of assumptions to consider when designing a pds evaluation system. (Contains 27 references.) (Sm)
Principals' Perceptions of the Impact of High Stakes Testing on Empowerment by Cynthia J Reed( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

This paper reports on a qualitative study of principals' perceptions of the impact of high-stakes testing on empowerment. The data were obtained from interviews with 26 "empowered" principals in select schools participating in the South Florida Annenberg Challenge. Three questions were addressed: (1) To what degree does a school's standardized test "grade" influence a principal's sense of empowerment? (2) To what degree and in what ways is morale affected by high stakes testing? And (3) What lessons do empowered principals have to share with others about the impact that empowerment has on the quality of teaching and learning in schools? Results show that testing commonly has a negative effect on principals' sense of empowerment. Testing appears to generate a pervasive fear of failure in lower grade schools. Grade "a" schools appear to use high-stakes testing in positive ways, such as incentives to create student-enrichment programs, whereas lower grade schools focus more on meeting students' basic needs. Lessons learned from the study are that schools are complex, requiring many heads to make good decisions; trust needs to be promoted and maintained among school personnel, district office personnel, and community; and barriers are overcome when problems are viewed as challenges. (Contains 29 references and 1 table.) (Rt)
Theory, Research, and Practice Bridging the Gap in a Doctoral Candidate Seminar by Fangxia Zhao( Book )

1 edition published in 2002 in English and held by 2 WorldCat member libraries worldwide

An integral part of the educational leadership program at Auburn University is the Doctoral Educational Leadership Program, which began in 1989 to allow part-time doctoral students to gain full-time residency status. The program has evolved since its beginning. This paper presents the theoretical frameworks used to restructure the educational leadership program and its component, the doctoral seminar. The frameworks are structured and presented using the leadership frames of L. Bolman and T. Deal (1993) and the five disciplines defined by P. Senge (1990). Reflective journaling practices of cohort members and other artifacts are used to provide evidence of how the cohort and its members operate. The frames through which the program is examined include: political, structural, human resource, and symbolic. The application of the theory involved in Senge's Five Disciplines is reflected in students' own areas of recognition, retrospection, exploration, and creativity as evidenced by their projects such as expectations for professional visioning, journal reflections, and mentoring plans. Each student's individual project echoes his or her personal growth, mental processes, shared vision, and thinking capacity. (Contains 36 references.) (SLD)
Restructuring an Educational Leadership Program A Journey from Organization to Community by Frances K Kochan( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

The past decade has been filled with widespread calls to institute systemic change in schools. This paper shares insights gained from one program that shifted from a traditional organizational view of educational leadership preparation to an inclusive approach that emphasizes community building. The Educational Leadership Program drew on four theoretical frames: Sergiovanni's notion of community, Senge's five disciplines and systems approach to change, Hargreaves' concept of reculturing, and Sarason's call to revise education and the roles of educators. During formation of the program various concepts were emphasized: all knowledge and people are to be respected; everyone is a self-directed, life-long learner; the fields of practice and theory are integrated; and bonds between people create a sense of belonging. The text details how external networks were expanded, how curriculum and instructional strategies were revised to support the model and the mission, how community was enhanced through cohorts, and how activities were used to enhance communication among and between various groups. After 4 years, participants were able to create a conceptual framework in which they brought together a diversity of voices to create a mission. Some of the many challenges in creating such a model are discussed. (Contains 46 references.) (RJM)
The relationship between perceived teacher empowerment and principal use of power by Jackie Daniel Lintner( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

Addresses the relationship between perceived teacher empowerment and the power bases teachers perceived their principals as operating from. The six attributes of teacher empowerment are decision-making, professional growth, status, self-efficacy, autonomy, and teacher impact. The five power bases are reward, coercive, legitimate, referent, and expert. Three school districts in Alabama participated in this study. The Rahim Leader Power Inventory was used measure teachers' perceptions of the type of power base used by principals; the School Participant Empowerment Scale was used to measure teachers' perceptions of their level of empowerment; answers to open-ended questions were used to identify hindrances and facilitating factors of teacher empowerment not otherwise addressed. Themes that emerged from teacher feedback about empowerment were poor quality of administrative staff, standards, lack of communication, societal issues, and non-teaching duties
Alabama high school principals' knowledge level of the Individuals with Disabilities Education Act discipline mandates by William Aaron Milner( )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

Investigates familiarity of high school principals in Alabama with the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) intended to create additional protections for students with disabilities who violate a school's code of conduct. The discipline mandates of IDEA have created a dual system of discipline for students with disabilities and students who have not been identified with a disability. School principals are responsible for seeing that the discipline mandates of IDEA are implemented correctly for all special education students who exhibit behavior that violates a school's code of conduct. Special education students cannot be suspended for more than 10 school days in a calendar school year unless a meeting takes place that determines that the infractions committed by the special education student were a manifestation of his or her disability
An examination of teacher qualifications and student achievement in mathematics by Antoine Rafael Richardson( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

Seeks to assess whether or not there is a statistically significant difference in teacher qualifications that might help to predict the academic performance of middle school students on the mathematics portion of the Alabama Reading and Math Test (ARMT). Using a theoretical framework which suggests that teacher qualifications impact or have a relationship to student achievement in mathematics, this study examines the relationship between the factors of teacher preparation, certification, and teaching experience with the mathematics achievement of their students. Measures of teacher qualifications include four independent variables: (a) the number of mathematics semester hours completed, (b) type of teacher certification, (c) the teacher's total number of years teaching mathematics, and (d) the teacher's total number of years teaching middle school mathematics. Twenty full-time mathematics teachers from 7 of the 8 traditional (non-magnet) middle/junior high schools located in the Montgomery Public School (MPS) District, Montgomery, Alabama participated in this causal-comparative study. All participants completed a Teacher Background Survey. The survey results were later matched with student data from the 2007 administration of the Alabama Reading and Math Test (ARMT). The responses to the teacher surveys were analyzed using a t-test. Findings from this study indicated that a significant relationship does exist between teacher qualifications and student achievement. Specifically, students of mathematics teachers who had 5 or more years experience performed better on the math portion of the Alabama Reading and Math Test (ARMT). Also finds that if the teacher had a traditional secondary mathematics certification then his or her students tended to score higher on the ARMT compared to teachers with alternative certification
Social capital, school desegregation and education in West Alabama's Black Belt by Joshua Phillip Adams( )

1 edition published in 2005 in English and held by 1 WorldCat member library worldwide

The 12 counties constituting Alabama's Black Belt region are characterized, generally, by persistent poverty, poorly funded education systems, and racial stratification. Fifty-one years after Brown v. Board of Education, education in Alabama's Black Belt counties continues to be highly segregated between white private academies and public school systems where African American parents send their children. Examines the educational structures, experiences and racial interactions in three contiguous Black Belt counties using a case study approach. Through the conceptual framework of social capital, explores the historical and persistent phenomenon of school segregation and the relationship between public and private schools. Findings indicate the legacy of school desegregation and the maintenance of "dual school systems" in west Alabama's Black Belt may be eroding in communities but continues nonetheless to adversely affect educational opportunity resulting in community disconnection along racial lines
African American teacher leaders : selection, supports, barriers by Jacquelynne Yvette Greenwood( )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

The purpose of this study was to investigate the differences, if any, existed in the selection, supports and barriers to teacher leadership between African American and Caucasian teacher leaders based on the perceptions of teacher leaders and elementary school principals. Current research indicates that administrators cannot, and should not, be the only leaders in charge of school improvement. In order to maximize student learning, teachers must assume roles of leadership and take on more responsibility for school-wide change (Katzenmeyer & Moller, 2001; Saxl & Miles, 2000). The Teacher Leadership School Survey (TLSS) developed by Katzenmeyer and Moller (2009) was utilized for this study. The TLSS contains seven dimensions of support for teacher leaders. These supports include Developmental Focus, Recognition, Autonomy, Collegiality, Participation, Open Communication and Positive Environment. Participants in this study consisted of 13 principals and 16 teachers total from the East Alabama Regional Inservice Area, the Black Belt Regional Inservice Area, and the Wiregrass Regional Inservice Area. The research was conducted using a mixed methods design including a survey and open ended questions to obtain demographic data and questions relating to the thoughts and views on teacher leadership from both teachers and principals. Findings suggest that the perceptions of the participants were consistent across both ethnic groupings and there were no statistically significant differences in the selection, supports and barriers to teacher leadership, although these findings are not generalizable due to the small number of participants in this study
Implications and perceptions of students and teachers participating in two ninth grade success academies during the year of implementation by Rachel Garrett McDaniel( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

Presents a comparative case study of two Ninth Grade Success Academies at two school sites in south Alabama. Ninth Grade Success Academies use a school within a school model that isolates freshmen from upperclassmen while teaching skills for academic and social success (Kerr, 2000). This research examines teachers' and students' perceptions about the involvement in these academies at both high schools in an effort to determine strengths and weaknesses of the academies during the first year of implementation as perceived by participants. Data were collected during the first year of the implementation of academies at two comparative high schools. Data collection included focus group interviews with students and with teachers during the 2005-2006 school year. Transcripts and interviews were transcribed and analyzed using qualitative software and through constant comparative method
Die Angange der Fraunbewegung Im 19. Jahrhundert by Cynthia J Reed( Book )

1 edition published in 1987 in English and held by 1 WorldCat member library worldwide

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Audience level: 0.50 (from 0.21 for Die Angang ... to 0.84 for Frameworks ...)

Alternative Names
Reed, Cindy

English (24)