Papers by Virginia Snodgrass Rangel
Proceedings of the 2020 AERA Annual Meeting
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Proceedings of the 2020 AERA Annual Meeting
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Journal of Research on Leadership Education
This paper investigated principal interns’ leadership work during the COVID-19 pandemic in Texas.... more This paper investigated principal interns’ leadership work during the COVID-19 pandemic in Texas. We used data from one-on-one semistructured interviews to document the experiences of 21 principal candidates in spring 2021 through spring 2022. Participants’ leadership work changed in four ways during the pandemic: striving, intensifying, expanding, and limiting. We also found that the changes that participants reported varied across the three semesters we studied. Our findings highlight how the pandemic, in some cases, the pandemic created new opportunities for interns, while in other cases, it led to an intensification or limiting of work that narrowed interns’ leadership work.
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Journal of Cases in Educational Leadership
In an urban elementary school serving predominantly White and Latinx students, the second-grade t... more In an urban elementary school serving predominantly White and Latinx students, the second-grade teachers created an assignment that asked students to share how their families migrated to the United States. The mother of a Black student met with the teacher to discuss her discomfort with the assignment given that their family descended from enslaved Africans, not immigrants. The teacher was sympathetic but did not understand the issue and refused to omit the assignment. Unsatisfied, the mother requested a meeting with the principal to discuss the racist implications of this assignment and the potential trauma her son would experience.
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Proceedings of the 2021 AERA Annual Meeting
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Proceedings of the 2022 AERA Annual Meeting
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International Journal of Mentoring and Coaching in Education
PurposeThe purposes of this study were to describe the roles mentors enacted as part of an afters... more PurposeThe purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles varied across three sites and to explain those differences.Design/methodology/approachThe authors used a comparative case study design and collected data primarily from interviews with program mentors and observations of the sessions.FindingsThe authors found that the mentors played four roles, depending on the school site: teachers, friends, support and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible understanding of their roles as mentors.Research limitations/implicationsThe authors identify four mentoring roles that are somewhat consistent with prior research and demonstrate that the roles mentors enact can vary systematically across sites, and these variations can be explained by sensemaking. This stu...
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Journal of Career Development
Existing inequalities in STEM-related vocational-technical education (VTE) programs are more prev... more Existing inequalities in STEM-related vocational-technical education (VTE) programs are more prevalent than within 4-year programs. Situated in Chile, this study tests whether Social Cognitive Career Theory (SCCT) adequately explains career development among students enrolled in STEM-VTE programs. In doing so, it also examines how external factors such as supports, barriers, and secondary track differentially affect career development by gender. Using a sample of 698 students in their second year of STEM-VTE studies, we confirmed that the SCCT model produced a good fit for the data in this alternative institutional setting. The findings also showed few gender differences in the effects of external factors on self-efficacy and career expectations, except for teaching support that substantially alters these cognitive factors to more extent among males than females. Moreover, although self-efficacy beliefs were similar between gender, gains in career expectations due to these beliefs a...
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Leadership and Policy in Schools
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Journal of Career Assessment, 2022
Using social cognitive career theory (SCCT), we examined the career development of students in se... more Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in ligh...
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Professional School Counseling, 2019
This article contributes to our understanding of the gap in college access by examining (a) the e... more This article contributes to our understanding of the gap in college access by examining (a) the extent to which and (b) how high school counseling focused on college broadens access. We extend Engberg and Gilbert’s typology of schools based on high school counseling norms and resources. Using recent data from the High School Longitudinal Study of 2009, we identified three types of schools: norm-driven, resource-rich, and divergent.
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Community College Journal of Research and Practice, 2022
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Improving science instruction is a top priority at a time when experts warn that not enough stude... more Improving science instruction is a top priority at a time when experts warn that not enough students in the U.S. are pursuing the STEM careers needed to support a competitive economy. Using student data to improve educational processes, including teaching and learning, is a key step to improving science achievement. Yet, research has shown that data use is difficult, and that even the most technologically-advanced data systems often go unused. This paper documents interim results from the first year of data collection in a larger, three-year project to understand how science teachers use data. Following a mixed methods approach (Creswell, 2009), we collected data in three ways: a teacher survey, teacher observations during planning periods or professional learning community meetings 1 , and interviews with teachers and instructional coaches. Here, we only report on data from the interviews and observations. The findings have implications for school and district leaders as well as for those developing education technology for K-12 classrooms.
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Journal of Latinos and Education, 2020
Though there have been multiple studies on engagement among Latinx families, less is known about ... more Though there have been multiple studies on engagement among Latinx families, less is known about Latinx parental engagement at the secondary level or about engagement at predominantly Latinx school...
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Review of Educational Research, 2017
Among the many challenges facing public schools are high levels of principal turnover. Given the ... more Among the many challenges facing public schools are high levels of principal turnover. Given the important role that principals play and are expected to play in the improvement process, concerns about principal turnover have resulted in a growing body of research on its causes and consequences. The purpose of this review is to take stock of what we have learned about the sources and consequences of principal turnover and to identify what gaps remain. The final review included 36 empirical studies. It discusses and categorizes findings relating to the determinants and consequences of principal turnover. The review concludes with a discussion about the implications of those findings and the areas and kinds of research still needed.
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The Urban Review, 2018
This study sought to explain student success at an Early College High School. Guided by previous ... more This study sought to explain student success at an Early College High School. Guided by previous research on Early College High Schools as well as by the construct of educational resiliency, 28 students were interviewed in focus groups. Through the analysis, we uncovered the key role that educational resilience played in their success as the students leveraged their own individual and social assets to adapt to the challenges they faced. The school setting itself also served to cultivate their resilience. We also heard from students about their ongoing struggles with sleep and anxiety. The study has implications for research on Early College High Schools and similar school settings, as well as for research on educational resilience.
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School Effectiveness and School Improvement, 2016
ABSTRACT A key assumption of accountability policies is that educators will use data to improve t... more ABSTRACT A key assumption of accountability policies is that educators will use data to improve their instruction. In practice, however, data use is quite hard, and more districts are looking to instructional coaches to support their teachers. The purpose of this descriptive analysis is to examine how instructional coaches in elementary and middle school science across 3 school districts worked with science teachers around data use. Science teachers and instructional coaches were interviewed about their data use practices and preferences. The findings highlight that coaches play diverse roles in supporting teachers, and that teachers’ data use practices closely align with coaches’ practices and preferences. The discussion concludes with implications for our understanding of data use in specific content areas and for future research.
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Journal of Learning Analytics, 2014
In this paper, we discuss a scalable approach for integrating learning analytics into an online K... more In this paper, we discuss a scalable approach for integrating learning analytics into an online K–12 science curriculum. A description of the curriculum and the underlying pedagogical framework is followed by a discussion of the challenges to be tackled as part of this integration. We include examples of data visualization based on teacher usage data along with a methodology for examining an inquiry-based science program. With more than one million students and fifty thousand teachers using the curriculum, a massive and rich dataset is continuously updated. This repository depicts teacher and student usage, and offers exciting opportunities to leverage data to improve both teaching and learning. In this paper, we use data from a medium-sized school district, comprising 53 schools, 1,026 teachers, and nearly one-third of a million curriculum visits during the 2012–2013 school year. This growing dataset also poses technical challenges such as data storage, complex aggregation, and ana...
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education policy analysis archives, 2016
There is a debate on students’ low science achievement in the United States, particularly among l... more There is a debate on students’ low science achievement in the United States, particularly among low income, African American students, and Latino students. An important part of the education community’s response to low achievement generally and in science specifically has been the implementation of high stakes accountability policies. Because of accountability’s emphasis on educator data use, much research has examined different facets of it throughout educational organizations, but research has not focused on the extent to which data use might be content-specific. The purpose of this paper, then, was to investigate the data use practices of science teachers. Drawing from a broader study of science teachers in grades 5-8 across six school districts, this study reports results from teacher surveys and interviews. The findings indicate that while there were examples of science-specific data use, most of the science teachers used data in ways consistent with previous content-agnostic r...
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Papers by Virginia Snodgrass Rangel