萝卜AV视频

The Summer 2025 issue of the 萝卜AV视频Journal of Scholarship and Practice begins the transition from the deeply appreciated and valued work of Editor Ken Mitchell as he hands the Journal off to Brian Osborne, Lehigh University鈥檚 Professor of Practice, College of Education. There will be more to come in the Fall issue. But in the meantime, the summer issue features two articles that at first glance look to be very different. On a closer look, though, readers will find that they both have in common what creates a successful environment for students. Or as outgoing editor Ken Mitchell鈥檚 words describe their commonality: individual and organizational improvement. 

The first research article is written by Tara Hornor and Lee Westberry and titled 鈥淲hy Go to College? School Counselor Perceptions of the Benefits of College Attendance.鈥� The purpose of the qualitative study was to look at school counselors鈥� beliefs about the major benefits associated with college attendance. Their findings indicated that school counselors focused on students鈥� individual benefits rather than broader societal impacts associated with college attendance. In the study, the participants identified four categories of benefits associated with college attendance, including career preparation, financial gains, knowledge expansion, and personal growth and development. If students are considering decisions about their post high school plans, this study provides helpful information of potential individual benefits.

The second article is evidence-based and takes the reader abroad to the U.K. With the intriguing title 鈥溾�橪ow Trust鈥� and 鈥楬igh Trust鈥� Accountability in England and U.S.: Part of the Problem or Part of the Solution?鈥� The authors are Robert Monson, Dan Jesse, Ann Castle and Malissa Leipold and they identify implications for strengthening instructional cultures. Participants in the Global Education Policy Leadership Program (GEPLP) in the U.S. collaborated with the Schools, Student and Teacher Network (SSAT) in England to study three high performing schools that are members of the SSAT. This article describes U.K. and U.S. educational accountability systems as based on trust level; shares observations of two voluntary accountability initiatives from low trust counties; and reviews two specific school effectiveness frameworks. Results from three schools in the UK revealed that there were several consistent themes related to the school improvement literature, such as leadership style, evidence-based continuous improvement, student engagement, community involvement and addressing equity challenges. Results from three schools in the UK revealed that there were several consistent themes related to the school improvement literature: leadership style, evidence-based continuous improvement, student engagement, community involvement, and addressing equity challenges.