Academic Leadership Joelle D. Powers

Front Page

Authors

Empirical Research

Ideas With Merit

Leader Action Tips

Literary Review

Student Research

About the Journal

Submissions

Publishing Assistance

News Feed

Current Issue:
Volume: 7
Issue: 3

ISSN: 1533-7812

Authors

Last Updated: Jan 8, 2010 - 1:07:25 PM

Joelle D. Powers

Email this article
Printer friendly page

Joelle D. Powers is a Clinical Assistant Professor in the School of Social Work at the University of North Carolina at Chapel Hill. She teaches courses that include Antisocial and Aggressive Children & Adolescents, Child and Adolescent Health and Mental Health, Foundations for Evidence-based Practice, and School Social Work Policy & Practice. Dr. Powers conducts research on evidence-based practices and mental health promotion in schools. Joelle has published articles about promoting school success for at risk students in Children & Schools, Research on Social Work Practice, and Family Relations. She has presented numerous peer-reviewed presentations on promoting school success at the annual conferences of the National Association of School Psychologists, the At-Risk Youth National Forum, and the Society for Social Work Research. Prior to a career in academia Joelle worked as a School Social Worker at the primary and secondary levels. After completing doctoral training, she also worked as the Director of Student Services in Durham Public Schools in North Carolina overseeing the districts’ social workers, school psychologists, and counselors, as well as organizing many of the prevention services offered to students in schools.

Author Articles

Empirical Research
What is Rigor?: A Qualitative Analysis of One School’s Definition
Reviewed By Heather A. Bower, Joelle D. Powers
Volume 7 - Issue 4
Jan 8, 2010 - 1:07:52 PM

Although rigor is often considered a critical element of a school culture that creates academic success for all students, the definition of rigor remains elusive, especially in elementary schools. This qualitative study explores the definition of rigor within one elementary school. Implications for practice for school administrators and teachers are also discussed.

[ Read More... ]

<< prev page next page >>

Authors
Latest Headlines