National FORUM of Applied Educational Research Journal 27(1&2) 2014, NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
National FORUM of Applied Educational Research Journal 27(1&2) 2014, NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
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National FORUM of Applied Educational Research Journal 27(1&2) 2014, NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 27, NUMBERS 1 & 2, 2014
Special Issue: Creating an Opportunity for All Students to Learn
Guest Editor’s Preface
Reginald Leon Green
For over a decade, we have been engaged in the standards, competencies, and
accountability movement. Students are being assessed for proficiency; teachers are being
assessed for effectiveness, and educational researchers and writers are advocating that principals
become instructional leaders, all with the intent of enhancing the academic achievement of each
student, an admirable goal. However, despite the increased attention and diligent efforts of a
large number of educators, underperforming schools remain, and some students attending those
schools remain underachievers. It is the position of the guest editor of this special edition of the
National FORUM Of Applied Educational Research Journal that a major contributing factor to
this phenomenon is the failure of some school leaders to provide many failing students (if not all)
with an opportunity to learn (OTL).
Students must have an opportunity to learn the content and skills which schools are held
accountable for teaching. In order for this to occur, equitable conditions or circumstances that
promote learning for all students must exist within the school and classroom. Contributing issues
can also include culture, climate, and the absence of peak experiences. When students have an
OTL, school leaders remove barriers that prevent learning, provide peak experiences, and place
emphasis, not only on educational inputs and student performance outputs, but also on the
importance of students having access to learning. Over the years, this hypothesis has surfaced in
various emanations such as a research constructs, equity assessment frameworks, and finally, as
policy orientation. Research has shown that when these conditions do not exist, students can be
pushed to the margin of the school.
In this special issue, we argue that there are sufficient instructional strategies, practices,
processes, and procedures in the literature, as well as in practice, that inform an evidence-based
approach to providing each student an opportunity to learn and maximize his or her full potential.
In addressing this proposition, the authors of this special issue of the National FORUM Of
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2. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 27, NUMBERS 1 & 2, 2014
Applied Educational Research Journal conducted an empirical review of the educational
literature, reviewed the practices of national award-winning school leaders, and conducted
studies in select schools and school districts in search of approaches that can be used by school
leaders to remove roadblocks that inhibit any student from having an opportunity to learn.
The authors contributing to this special edition have addressed each of these areas, and it
is my hope the information that they have provided will assist educators nationally to provide
educational opportunities for all students, as well as stimulate additional research in a number of
educational areas. Finally, we express our sincere gratitude to Dr. William Allan Kritsonis and
the National FORUM0f Applied Educational Research Journal for making the publication a
possibility. Over the past 32 years, Drs. William & Mary Alice Kritsonis have provided
publishing opportunities in NATIONAL FORUM JOURNALS for professors and practitioners
throughout the United States and internationally.
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