The National Association of Holmes Alumni supports the professional development and leadership among its members and scholars of color to enhance research, practice and policy within the broader education profession. While upholding the ideals of equity, diversity, and inclusion, NAHSA seeks to foster collaborative relationships within the profession as well as organizational sustainability.
NAHSA members are authors of the following products and are engaged in the related research areas:
Dr. Jacob Easley II, firstname.lastname@example.org
· Contextualized Leadership
· Educational Policy/Politics
· School Reform
Easley, J. II. (2011). The Audacity to Teach!: The Impact of Leadership, School Reform, and the Urban Context
on Educational Innovations. Lanham, MD: University Press of America.
This book is intended for teachers, school administrators, policy makers, and academics who are interested in understanding school improvement and effectiveness; it provided commonsense recommendations for the future direction of American education that aim to promote student success.
Dr. Sheila Moore, email@example.com
Leadership and teacher Professional Development
- High-Poverty/High Achieving Schools
- Graduate Student Mentorship
Moore, S. D., & Kochan, F. (in press). Professional development and student achievement in high povertyschools: Making the connection. International Studies in Educational Administration and Management.
The Alabama Torchbearer School Program was established to identify high poverty, high performing schools in the state. The purpose of this study was to determine if there are differences among the perceptions of principals in Torchbearer schools and principals in similar schools with low student performance relative to the professional development practices in their schools. Three one-way analysis of variance (ANOVA) procedures were conducted to assess differences in the perceptions of principals in the implementation of process, content, and context of the National Staff Development Council (NSDC) standards. The findings from this study suggest that principals in Torchbearer Schools perceived higher levels of the implementation of NSDC standards (content, process, and context) in their schools than their counterparts in Non-Torchbearer Schools as measured by the NSDC survey. Additional statistical procedures supported this finding.