Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Leadership and Literacy Processes in School Improvement Creating and Supporting a Community of Success: A Case Study Examining the Principal’s Role in the Reconstitution of a Campus to Transform Literacy and Learning

W. Todd Duncan, Lisa E. Colvin


Any number of school districts in the U.S. are having to improve schools that have been underperforming by state and federal measures. Research has indicated that one of the ways to effectively improve school performance is by reconstituting the school (i.e. change the principal and the teachers in the particular school organization). This case study investigates the improvement effort of an urban elementary school in the greater Houston, Texas area. A principal with a track record of improving student achievement was brought in to change the performance of an elementary school that had spent several years on the federal improvement needed list and the state list of schools that had not met standard. The study investigates the actions of leadership taken by the new principal, the organizational vision cast by the principal, and the instructional support provided to the teachers toward improved student achievement. The study also investigates the perceptions of the teachers regarding the leadership and support provided by the principal, and the instructional expectations that school leadership and the teaching faculty have for literacy development.

The study notes the improvements made by the school in the two years after the school was reconstituted, especially the growth for the Hispanic and English Language Learner subgroups. Also noted is the additional work that still needs to be done for other subgroups particularly the African American subgroup. The results of the efforts of the school in this case study support over 30 years of research that demonstrates the importance of school leadership in improving teacher efficacy and leading the instructional direction of the school.

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