bluuebunny/crossref_metadata_2025 huggingface dataset:
MILINDA: A new dataset on United Nations-led and non-united Nations-led peace operations
Authors: Jetschke Anja , Schlipphak Bernd
Published: January 2019

Is there a trend toward the regionalization of peacekeeping? Does regionalization undermine the United Nations (UN) system of collective security? To answer these questions, we present an innovative dataset of peace operations. Covering the 1947–2016 period, the dataset captures every UN and non-UN peace operation, information on mission type, the existence of target state consent and UN authorization. The unit of analysis is the mission. The first analysis of the dataset yields three findings: (1) There is a significant regionalization of peace operations; (2) regions show distinct intervention patterns; and (3) regionalization does not directly challenge the UN authority.
‘I can only be properly myself when I’m with her’: Early adolescent intra-ethnic immigrant group friendships as a safe space for identity exploration, negotiation and validation
Authors: Hoare Rachel
Published: January 2019

Intra-ethnic adolescent friendships can provide a safe space for the development of a sense of identity and belonging and this study explores the intra-ethnic friendship experiences of fifteen 11- to 12-year olds with non-Irish heritage in Ireland. The incorporation of principles and practices from expressive arts psychotherapy into creative focus groups and journaling within the governing framework of Dahlberg et al.’s reflective lifeworld approach provides different sensory pathways designed to optimise participant expression. Findings indicate that these friendships provide an affirming context for identity exploration, negotiation and enactment, with the journaling activity evoking more personal in-depth disclosures.
A functional model for classifying metastatic lesions integrating scans and biomarkers
Authors: Wang Yuan , Hu Jianhua , Ng Chaan S , Hobbs Brian P
Published: January 2019

Perfusion computed tomography is an emerging functional imaging modality that uses physiological models to quantify characteristics pertaining to the passage of fluid through blood vessels. Perfusion characteristics provide physiological correlates for neovascularization induced by tumor angiogenesis and thus a quantitative basis for cancer detection, prognostication, and treatment monitoring. We consider a liver cancer study where patients underwent a dynamic computed tomography protocol to enable evaluation of multiple perfusion characteristics derived from interrogating the time-attenuation of the concentration of the intravenously administered contrast medium. The objective is to determine the effectiveness of using perfusion characteristics to identify and discriminate between regions of liver that contain malignant tissues from normal tissue. Each patient contributes multiple regions of interest which are spatially correlated due to the shared vasculature. We propose a multivariate functional data model to disclose the correlation over time and space as well as the correlation among multiple perfusion characteristics. We further propose a simultaneous classification approach that utilizes all the correlation information to predict class assignments for collections of regions. The proposed method outperforms conventional classification approaches in the presence of strong spatial correlation. The method offers maximal relative improvement in the presence of temporal sparsity wherein measurements are obtainable at only a few time points.
Steroid-Free Immune Suppression Impairs Glycemic Control in a Healthy Cynomolgus Monkey
Authors: Berman Dora M. , Ruiz Phillip , Blandino-Rosano Manuel , Bernal-Mizrachi Ernesto , Kenyon Norma S.
Published: January 2019

The need for chronic immune suppression (IS) is one of the hurdles precluding widespread use of islet cell transplantation to restore glycemic control in patients with type 1 diabetes. We report the case of a healthy nonhuman primate (NHP) treated on and off for over 2.5 years with steroid-free IS, consisting of daclizumab induction and maintenance therapy with rapamycin and low dose tacrolimus. Treatment for 1 year resulted in a striking destabilization of glycemic control, with concomitant decreases in fasting c-peptide and insulin levels. Although these changes gradually reversed during a wash out period of 7 months, retreatment with the same therapy led to accelerated deterioration in glycemic control. Intravenous glucose tolerance and percentage of glycosylated hemoglobin testing further supported a dramatic effect on metabolic control. IS also led to decreases in weight during treatment. Histological evaluation of the pancreas revealed islet hyperplasia, with varying sizes and endocrine cell ratios that differed from normal islet composition, and parenchymal infiltration with adipose tissue. These deleterious effects of IS on glucose control and endocrine components in the native pancreas of a healthy NHP suggest that IS agents commonly utilized for islet transplantation may contribute to failure in islet allograft function in long-term transplant patients.
Dispositional Positive and Negative Affect and Self-Employment Transitions: The Mediating Role of Job Satisfaction
Authors: Nikolaev Boris , Shir Nadav , Wiklund Johan
Published: January 2019

Affect is increasingly studied within entrepreneurship. We develop a partial mediation model in which positive and negative dispositional affect influences entry into entrepreneurship, suggesting that those experiencing greater negative affect experience less job satisfaction and are more likely to enter entrepreneurship. Using a novel methodological approach to capture affective disposition, we test our model on a large panel dataset from Australia, finding support for our hypotheses. These findings provide a much-needed counterbalance to the prevailing focus in entrepreneurship on the positive consequences of positive affect and introduce affect into the study of the fundamental question of why some people but not others become entrepreneurs in the first place.
Teacher Bilingual Instruction and Educational Malpractice: California Teachers Association v. Davis
Authors: DeMitchell Todd A.
Published: January 2019

Educational malpractice is a tort theory beloved of commentators, but not of courts.

—Ross v. Creighton University, 740 F.Supp 1319, 1327 (N.D. Ill. 1990)
Brown and School Choice: The Ultimate Dilemma of School Reform
Authors: Davenport Elizabeth K. , Sutton Lenford , Smith Marian W.
Published: January 2019

The child is not the mere creature of the state; those who nurture him and direct his destiny have the right, coupled with the high duty, to recognize him and prepare him for additional obligations.

—Pierce v. Society of Sisters, (1925)
Gender Justice and the English Citizenship Curriculum: A Consideration of Post– September 11 National Imperatives and Issues of “Britishness”
Authors: Keddie Amanda
Published: January 2019

Although much contention has surrounded the introduction of the English citizenship curriculum, its political agenda clearly reflects a transformative approach to issues of justice and equity. In light of this agenda, this article supports feminist work in further problematizing the curriculum's silence around relations of gender and citizenship. It extends this work by exploring the implications of such silence within the context of the contemporary post–September 11 climate, where discourses around security and militarism have amplified social/gender inequities worldwide while further reducing the spaces available for active social and political engagement toward the “common good.” In the U.K. context, these trends are considered in light of the recent high-profile political debate around the issue of Britishness. Here, concern is expressed about how superficial engagement with this debate may be mobilized in exclusionary ways that do little to militate against the masculinist framings of the citizenship curriculum. Conversely, critical engagement in debates around British national identity are also presented as being potentially generative in terms of their capacity to strengthen the discourse of ideal citizenship in the United Kingdom in ways that foster a more critical and gender-just approach to citizenship education.
From Risk to Resilience: Promoting School–Health Partnerships for Children
Authors: Richardson Jeanita W.
Published: January 2019

Across the globe, educational and health practitioners wrestle daily with the paradoxes of risk and resilience. Though the causes of risk are generally outside the control of professionals, manifestations of disadvantage directly affect service delivery and the realizing of accountability benchmarks. This article proposes a shift in attention from risk to resilience as being empowering and proactive for students and those vested in maximizing their potential. Given that resilience has been deemed an ecological phenomenon, the ecology of human development framework posited by Uri Bronfenbrenner (1979) was applied to advance the rationale for resiliency partnerships between schools and school-based health clinics.
The Law of Student Discipline in Malaysia
Authors: Hee Tie Fatt
Published: January 2019

Judicial review of decisions on student discipline is limited in Malaysia. This arises because of the general presumption that in the enforcement of school discipline, educators are able to act in the best interest of the student to maintain a safe learning environment. This article examines the range of disciplinary measures in Malaysian schools and the legal right of principals to establish the school's set of regulations. It also analyzes the law on student suspension and expulsion based on a dispute that was ultimately resolved by the Privy Council in the United Kingdom.
Student Rights and Misconduct in South Africa: A Balancing Act
Authors: Oosthuizen I. J. , Rossouw J. P.
Published: January 2019

The current emergence of a human rights culture in South African educational practice has direct bearing on the approach to learner misconduct in public schools. A variety of landmark court cases are discussed here that deal with, inter alia, the school governing body's right to delegate certain powers, the occasional withdrawal of learners’ privileges, and the acknowledgment of students’ cultural and religious rights. Regarding serious misconduct, it is important to note that despite a single student's constitutional right to basic education, circumstances may occur where the rights of the law-abiding majority of the student body outweigh the right of a misbehaving student.
A Historical Educational Reform: Turkey Rising
Authors: Şad Süleyman Nihat , Battal Nevzat
Published: January 2019

This article aims at scrutinizing an example of how education can help a whole nation survive the most fateful times in its history: a world war followed by a struggle for independence. Therefore, the latest times of the Ottoman Empire in general and Ottoman education in particular are outlined to illustrate what the young Turkish republic inherited. Then, the absolute needs of the young republic are discussed, followed by how they were met through the reform movement. The article offers vivid examples, with an emphasis on the young nation's need to reform and refresh the minds via the light of science and reason, as that against the antisecular, dark, and narrow minds of the former regime. A final analysis is devoted to a broad discussion about the importance of the components of this reform movement for the global readership by referring to similar actors and scenarios.
Designing the Internship in Educational Leadership as a Transformative Tool for Improved Practice
Authors: Sherman Whitney H. , Crum Karen S.
Published: January 2019

The internship is a crucial part of leadership preparation programs for bridging the gap between theory and practice. As such, the purpose of this article is to explore what the literature says about the internship and to extend thinking by conceiving of how the internship experience might be transformational for prospective leaders. This article offers a guide for the design of the internship experience that bridges the divide between theory and practice and that aims toward developing transformational leaders. It also provides an internship model based on best practice, but it adds a new dimension to traditional ideas of the internship experience that may facilitate transformational leadership.
The Development of Interdisciplinary Liberal Studies Curriculum in Hong Kong: Perspectives and Problems
Authors: Lo Joe Tin-Yau , Po Sum-Cho
Published: January 2019

The introduction of liberal studies is a new curriculum reform initiative in Hong Kong starting in 2009. It is a kind of formal interdisciplinary curriculum built on decades of experiences garnered from the implementation of various integrated subjects with similar nature. Through the method of documentary analysis that brings all official policy papers, curriculum guides/documents, stakeholders’ feedback, and prior research into critical scrutiny, this article aims to analyze the phylogeny of formal interdisciplinary curriculum in Hong Kong from historical, sociological, ideological, and curricular perspectives, with a view to delineating the changes and continuities in the development of interdisciplinary curriculum and identifying the problems and possibilities for its implementation.
Effects of Teaching with Mosston's Command, Practice, and Reciprocal Styles on Affective Reactions of Sixth-Grade Students toward Physical Education Lessons
Authors: Yoncalik Oğuzhan , Yetim A. Azmi , Şenel Ömer
Published: January 2019

This study deals with the effects of teaching based on Mosston and Ashtworth's reciprocal style on primary school sixth-grade students’ attitudes toward physical education lessons. The study used a pretest–posttest control group design on 37 students from two sixth-grade classes at Demirlibahçe primary school, Ankara, Turkey. The study lasted 14 weeks, for which an attitude scale with three dimensions was developed that measured students’ attitudes toward physical education lessons before and after the experiment. The main findings of the research are as follows: There were meaningful differences between two groups regarding the interest in the lesson and the motivation during the lesson, although in regard to the gain dimension, there was no difference observed between groups. The reciprocal style is nonetheless an effective teaching method, especially for female students with low ability.
Teachers’ Experience of Secondary Education Reform in Hong Kong
Authors: Luk-Fong Pattie Yuk Yee , Brennan Marie
Published: January 2019

This article examines teachers’ experience in relation to the massive top-down but ever-changing education reform initiatives in Hong Kong, where “East meets West” in cultures and identities. A life-narrative approach was used to probe the daily experience of 24 secondary school teachers of different ages, genders, and marital statuses to examine how they translate and implement educational reforms. Excerpts from secondary school teachers’ narratives show that teachers were experiencing a lot of new forms of glocal practices—that is, mixing of both global and local practices (Robertson, 1995)—as new discourses met with Confucian traditions and existing practices in Hong Kong. New discourses included pupil centeredness, learning to learn, lifewide learning in curriculum reforms, and assessment for learning and school-based assessment in assessment reforms; Confucian traditions included teacher-centered pedagogy, emphasis on academic achievement, and high-stakes examinations. Although deeply concerned about difficulties in teaching, many teachers love teaching and working with students. Analysis of their stories revealed that teachers’ experiences were complex and multifaceted; teachers saw tensions and opportunities in the reforms and serious challenges to their roles. Implications for policy makers, researchers, and teachers are discussed.
Supporting an Externally Developed Model of Education in Greenland
Authors: Wyatt Tasha R.
Published: January 2019

This study investigated the adaptation process of an externally developed model of reform in Greenland's educational system. Under investigation was how reform leaders responded to the needs of the community after implementing an educational model developed in the United States by researchers at the Center for Research on Education, Diversity, and Excellence. Also investigated were the support structures used to accompany and sustain reform efforts. The results indicate reform leaders (1) ensured cultural congruity, (2) designed professional development to fit the needs of the local community, (3) broadly disseminated information, and (4) developed a database to track the imported model.
Practices of Successful School Leaders
Authors: Dolph Dave , Grant Stephen
Published: January 2019

This qualitative research article examines successful school leadership at the level of school superintendent. The article offers practical suggestions to help practicing leaders in education.
Social Upheaval and School Reform
Authors: Beabout Brian R. , Stokes Helga , Polyzoi Eleoussa , Carr-Chellman Alison
Published: January 2019

This analysis of postupheaval educational change examines the extent to which massive changes in a school system's sociocultural environment lead to changes in the structure and practice of schooling. Framed broadly within systems theory and complexity theory, this examination of two cases of postupheaval educational change—post-1989 Czech Republic and post-Katrina New Orleans—reveals striking similarities. In each case, school systems witnessed immediate decentralization and increased outside influence. Also in each case, some groups were able to successfully leverage social upheaval into positive educational change. These groups appear to have been successful when they had a coherent vision of a new system already in place when upheaval struck or if they had particular aspects of the old system that they sought to rectify. A discussion of the theoretical implications for educational change in highly turbulent social contexts and recommendations for reformers in New Orleans conclude the article.
Students’ Motivation toward Computer-Based Language Learning
Authors: Genç Gülten , Aydin Selami
Published: January 2019

The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses (t-test and analysis of variance) to the data, it was found that there were no statistical differences between such selected demographic variables as learners’ age, gender, grades, compulsory and optional status, type of high school, parents’ educational status, the period of the participants’ language-learning process, and experience of computer use The only variable found to be statistically significant was the degree of importance of learning English for the participants; more than half the participants possess moderately high motivation level. Finally, some practical recommendations were noted.
From China to Hong Kong: A Reflection on the Impact of the Educational Reform in the Deweyan Perspective on Early Childhood Education in the Land of the Dragon
Authors: Lau Grace
Published: January 2019

While Dewey's progressive philosophy did not have the wide-ranging influence over the developing republic that some of his students had wished, it did influence educators and help to shape evolving thought about education (Keenan, 1977). Because of the constraints and difficulties in realizing the child-centered curriculum in a genuine sense, a combination of practices with the traditional curriculum mode and the new curriculum mode has resulted in a hybrid curriculum varying in degrees of practices. The hybrid mode of curriculum practice could be considered an indicator of the success of education reform and not vice versa ever since the educational ideology of John Dewey was instilled in the land of China in 1919.
Investigating the Relationship between the Quality of Education and Level of Educational Attainment in Turkish Provinces
Authors: Gumus Sedat
Published: January 2019

Research in comparative and international education indicates that the quality of education, as measured by standardized tests, and the level of educational attainment have a significant impact on individual earning and national economic growth. However, the relationship between the quality of education and the level of educational attainment has not been addressed much in the literature. Hence, this study investigates the relationship between these two variables at the provincial level in Turkey to test the hypothesis that better education quality leads individuals and their families to seek more schooling. The results of this study, however, do not indicate a significant relationship between quality of education and the level of educational attainment after controlling for gross domestic product per capita and adult illiteracy rates of provinces.
International Exchange as a Transformative Learning Experience: A Case Study
Authors: Choi Sheena , Slaubaugh Michael , Kim Ae-Sook
Published: January 2019

This study examines the role of international exchange programs on the transformative learning of English-speaking students. A student exchange program at a South Korean university is used for this case study. It explores how learning experiences are translated by participants onto their perceptions about the host country. An analysis of a pre- and postsurvey suggests that transformative learning of the students is reflected in two overarching themes: (1) intercultural understanding and (2) global perspectives. Through their participation in the program, students developed a deeper understanding of their own and the host country's cultures and an enhanced appreciation for broadening their global perspectives. This study concludes that international exchange programs have a fundamental importance in educating students to become global citizens and leaders.
Anchors for Education Reforms
Authors: Alok Kumar
Published: January 2019

Education reforms, considering their significance, deserve better methods than mere “trial and error.” This article conceptualizes a network of six anchors for education reforms: education policy, education system, curriculum, pedagogy, assessment, and teacher education. It establishes the futility to reform anchors in isolation and anticipates the success of broad-based assessment-led reforms that build on this network. Furthermore, it dispels the myth of teacher accountability for ensured quality education.
Idealized Visions from Outside: Homeless Perspectives on School Change
Authors: Magolis David , Carr-Chellman Alison A.
Published: January 2019

This article presents findings from a qualitative exploration of homeless individuals’ experiences and their perspectives on ideal designs of schools. The article is part of a larger research project titled “Unheard Voices,” which explores marginalized individuals’ (homeless, prisoners, working poor, and migrant workers) visions of ideal schools in order to more effectively include them in the school reform dialogue. The results of the interviews from the prison study are briefly outlined alongside the current voices of the homeless in order to show areas of agreement and disagreement between the studies in the larger project. The findings of this study confirm many of the findings from the prison study and therefore constitute a good synthesis, to this point, of the unheard voices in school reform. The results are surprising in that they are not in alignment with most policy experts or educational researchers’ suggestions for school reform. Further research among remaining marginalized populations must be our next step, along with better discussions of and explanations for why these populations’ ideas differ so dramatically from the traditional reform dialogue.
Relationship between Teachers’ Self-Efficacy Beliefs and Their Willingness to Implement Curriculum Reform
Authors: Cerit Yusuf
Published: January 2019

The purpose of the present study was to explore the relationships between classroom teachers’ self-efficacy and their willingness to implement curriculum reform. The sample of this study included 255 classroom teachers. The data in this study were collected using the Teachers’ Sense of Efficacy Scale and the Teachers’ Willingness to Implement Curriculum Reform Inventory. The results of Pearson correlation analyses indicated that classroom teachers’ self-efficacy was significantly correlated with teachers’ willingness to implement curriculum reform. The stepwise regression analyses revealed that teachers’ self-efficacy for student engagement and self-efficacy instructional strategies is a significant predictor of teachers’ willingness to implement curriculum reform.
Programs of Study: A Cross-Study Examination of Programs in Three States
Authors: Stringfield Sam , Shumer Robert , Stipanovic Natalie , Murphy Nora
Published: January 2019

The National Research Center on Career and Technical Education has supported four studies on one of the major components of Perkins legislation: programs of study. In this article, we present qualitative data linking the research center's longitudinal projects based on programs of study, via a one-time cross-case study of sites deemed highly promising by the authors of the previous studies. These analyses included an effort to subject these sites to examination of 10 elements recently deemed by the U.S. Department of Education's Office of Vocational and Adult Education to be important to the success of programs of study. Additional cross-cutting themes observed across the three sites are also examined—including engagement, cross-program learning, career-relevant certifications, seamless pathways, enhanced respect for and valuing of career and technical education, and the importance identifying, developing, and retaining high-quality teachers.
Pathways to the Tenure Track
Authors: Mayo J. B. , Chhuon Vichet
Published: January 2019

The effective recruitment and retention of faculty of color continue to present major challenges to universities, in part, because the normal search process in higher education has been largely unsuccessful at diversifying faculty. Therefore, universities have implemented alternative strategies to recruit and retain scholars of color, including active interventions to recruit future faculty. Through personal narratives, two faculty of color at a large research-focused university critique the various processes that brought them to their current faculty positions. They conclude that “target” hires and postdoctoral transition programs, alongside increased mentoring and advocacy from senior faculty, may lead to increased retention of faculty of color.
Multicultural Concerns of Rural Elementary Teachers in Russia
Authors: Sinagatullin Ulghiz M.
Published: January 2019

As Russia's rural settings are becoming increasingly diverse, the ideas of multicultural education are gaining momentum in rural schools. Especially enthusiastic in designing and implementing multicultural strategies are elementary school teachers. The study provides some glimpses of Russia's rural schools and concentrates on a range of multicultural strategies that rural elementary teachers of the Republic of Bashkortostan (Central Russia) use in working with a diversity of students. Bashkortostan is one of the most culturally and ethnically diverse entities of Russia. The growing cultural mosaic requires educators to infuse the teaching process with specific approaches.
Examining Digital Inequities in Ohio's K-12 Virtual Schools: Implications for Educational Leaders and Policymakers
Authors: Wang Yinying , Decker Janet R.
Published: January 2019

One touted purpose of virtual schools is to expand learning opportunities for students, but in reality, virtual schooling may not be readily available to all students. This study analyzes inequitable access to Ohio's virtual schooling by examining disaggregated student enrollment data. Similar to past research, our study revealed that racial minorities and students with limited English proficiency were underrepresented in Ohio's virtual schools in comparison to traditional schools. However, unlike past studies, our study found economically disadvantaged students and students with disabilities to be overrepresented in Ohio's virtual schools. The findings are explained through policy and legal lenses, and potential legal issues are discussed.
School Reform in the Arab World: Characteristics and Prospects
Authors: Akkary Rima Karami , Rizk Nadia
Published: January 2019

This article discusses current educational reform attempts in the Arab world and their characteristics from the standpoint of international literature on effective large-scale school reform. The study followed a qualitative design using three main sources of data: regional reform plans, regional and international reports on education in the Arab world, and journal notes and observations obtained from our work as consultants on educational reform in the region. The article concludes by highlighting key lessons that Arab reformers can learn from international literature on effective school change to achieve effective school reform in the Arab world.
Cuba: Lessons in Education
Authors: Binns Leroy A.
Published: January 2019

The Cuban academic renaissance has far exceeded expectations, and in so doing, it has, in contrast to the dismal display of the Batista epoch, developed, as promised, a measure of excellence through inclusiveness. Notwithstanding external conflicts of interests, a U.S. commercial interdiction, and the loss of Soviet subsidies, the conveyance of a world-class education is radically replacing an agrarian society with an academic agenda in tune with the challenges of modernization. The experiment to present has undergone transformations and/or expansions in accordance with supply and demand. With the socialist model as a guide, education that commenced as a tool to develop basic training during the age of agricultural production was later revamped as an answer to a collapsing sugar industry. In its stead, local architects oversaw a seismic shift in emphasis from rural to urban education that unveiled a boost in tertiary training in an attempt to address scientific and industrial interests. This article, while acknowledging academic progress partly due to a union between central and decentralized authorities under the Castro administration, references a tale of limitations and therefore, in closing, shares in a debate of uncertainty. In short, the overarching inquiry is this: In light of an atmosphere influenced by a blockade and a global recession, is the regime that labors to uphold the tenets of socialism willing to make the necessary adjustments to publicize premium education?
The Success of Educational Tradition in Postmodern Times: The Case of Finland
Authors: Ruiz María José García , Ciordia Javier Vergara
Published: January 2019

The diverse national and international educational policies strive to engage in innovative and reformist educational programs that provide social actors evidence of the compromise of current agendas to comply with the challenges of postmodern societies. Although the conservative character of the pedagogies in countries of great educational success, such as Finland and South Korea, has caused a “scandal” among international observers due to its scarce innovation (Simola, 2005), it has nevertheless clearly demonstrated the goodness and wisdom involved in a great deal of elements pertaining to the educational tradition. Countries must hold an exquisite balance between tradition and reform.
A Critique of Knowledge-Based Economies: A Case Study of Singapore Education Stakeholders
Authors: Reyes Vicente Chua , Gopinathan S.
Published: January 2019

This article critically examines the sense-making processes of key stakeholders of Singapore's education: a historically dominant city-state, highly-qualified teachers, and high-performing students. The article interrogates the Teaching Schools Learning Nation policy initiative deployed toward achieving a knowledge-based economy. The article uses micropolitics in exploring issues that stakeholders face in the midst of globalization. Findings from research at the Centre for Research in Pedagogy and Practice at the National Institute of Education support key arguments. In exploring sense-making processes, the article uncovers paradoxical interpretational responses of stakeholders implementing the Teaching Schools Learning Nation policy, providing a critique of the city-state's knowledge-based economy ambitions.
Focus and Delivery of Doctoral Programs in Educational Leadership
Authors: Topolka-Jorissen Kathleen , Wang Yinying
Published: January 2019

The purpose of this study was to present the current status of program focus and delivery of doctoral-level educational leadership programs in the United States. Drawing on a 2011 national survey of educational leadership doctoral programs in 103 institutions, this study describes the differences and similarities of EdD and PhD programs in two domains–-program focus (i.e., purposes, credit requirements, and curriculum emphases) and program delivery (i.e., use of cohort model, time, location, and face-to-face/online hybrid). In light of mixed findings, implications for practice and recommendations for further research are presented.
Redesign of EdD and PhD Educational Leadership Programs
Authors: Buttram Joan L. , Doolittle Virginia
Published: January 2019

Over the past three decades, numerous calls have been issued from professional associations, government entities, researchers, and university faculty and administrators to strengthen the preparation of U.S. educational leadership programs. Survey responses were compared for educational leadership doctoral programs that have been redesigned versus those that have not. The results suggest that in spite of substantial numbers of EdD and PhD programs reporting redesigns, few changes have been made to align with emerging research or best practice. The only substantive change is in the use of a cohort-based design. Implications for future redesign efforts are discussed.
Implications of the 2011 U.S. Survey of Doctoral Education in Leadership Preparation
Authors: Orr Margaret Terry
Published: January 2019

As the number of U.S. doctoral educational leadership programs and graduates has increased dramatically in recent years, there is not only more attention to the purpose, design, and assessment for degrees but also more criticisms over the lack of differentiation between the PhD and the EdD. A group of scholars analyzed the results of a survey of 103 U.S. institutions to examine current programs, and they found modest differences in preparation for the two types of doctorates but positive influences from current efforts to redesign the EdD for professional practice, particularly for the dissertation. The scholars call for further research on program design, the impetus and challenges of degree change, and attention to related issues of faculty and student diversity and the role of the field. This article summarizes these findings and draws further implications on the need for case studies and models of degree programs that are coherently redesigned around the different purposes of research and advanced practice beyond the dissertation.
Students’ Perceptions of Project-Based Learning within the New Tech School Model
Authors: Mosier Gina G. , Bradley-Levine Jill , Perkins Tyonka
Published: January 2019

This study used survey design to investigate how high school students perceive the implementation success of a school reform called the New Tech School (NTS) model, which is organized around project-based learning (PBL), a democratic school culture, and technology integration. The study examined the relationship of the PBL instructional approach to specific indicators of NTS success as viewed by the students. Statistically significant, positive relationships were found between PBL and these indicators of success. By examining students’ perceptions, this study affirmed that PBL is critically linked to improved outcomes within the context of the NTS reform model. Implications for all educators incorporating PBL in the New Tech environment are discussed.
School-Based Professional Development as an Organizational Learning Mechanism
Authors: Avidov-Ungar Orit
Published: January 2019

This study examines the relations between school-based professional development as part of a national reform and schools’ organizational learning. The sample includes 196 teachers. Teachers’ involvement throughout the workshop was found to be positively and significantly related to the level of organizational learning at school. This relationship was mediated by the quality of the workshop. From the interviews, it was found that teachers’ involvement was related to both their perception of the workshop's relevance and their willingness to internalize lessons from the workshop. The study emphasizes the importance of teacher involvement not only as a means to improve workshop quality but also to promote organizational learning within schools.
Teacher Misbehaviors at Elementary Schools in Turkey
Authors: Karakus Mehmet , Ersozlu Alpay , Cobanoglu Necati
Published: January 2019

The purpose of this study is to investigate teacher misbehaviors, their causes and consequences, and what can be done to eliminate them. The sample for the study was chosen according to accessible sampling methods from the elementary schools in the Malatya Province. The sample includes elementary teachers (n = 25), administrators (n = 16), students (n = 25), and parents (n = 19). This research is qualitatively designed and uses a descriptive model. The data was collected using a semistructured interview protocol. After analyzing and categorizing the data, themes emerged. According to the results, the following teacher misbehaviors emerged: lack of business ethics, pedagogical incompetence, and behavioral problems.
A Critical Discourse Analysis of Media Coverage of Shanghai Students’ Performance in the 2009 Program for International Student Assessment
Authors: Huang Haigen , Placier Peggy
Published: January 2019

This study discussed how Shanghai students’ performance in the 2009 Program for International Student Assessment was related to its social context. We used a critical discourse analysis approach to identify discourses underlying the students’ performance. Our analysis of texts from different sources both in the United States and China revealed that nationalism, knowledge economy, and neoliberalism were major underlying discourses. The study also showed that media reports tended to focus on the comparison of Program for International Student Assessment (PISA) scores of different countries and oversimplified the ranking, which might impede discussions of problems in the educational systems of these countries.
Three Decades of the Board of Higher Education of Turkey
Authors: Gür Bekir S. , Çelik Zafer
Published: January 2019

This article aims to assess the evolution of the Board of Higher Education of Turkey in relation to these power struggles and domestic political contestations. The evolution of the Board will be examined in five distinct periods: Post-1980 Authoritarian Period (1981–1988), the Period of Fluctuation (1989–1996), the post-February 28th Repressive Period (1997–2002), the Period of Conflict (2003–2007), and the Period of Regularization (2008–present). In the article, the authors argue that any increase in pressure the Board exercised over universities often coincided with an implicit presidential endorsement of the Board as well as weak coalition governments. Universities often adopted to increasingly repressive policies immediately and failed to defend academic freedoms.
The Infuence of Grade Span on Student Achievement in Florida
Authors: Johnson Jerry , Godwyll Francis , Shope Shane
Published: January 2019

The creation–-through both new construction and reconfiguration of enrollments in existing facilities–-of schools with broader grade spans is increasing in Florida and elsewhere in the United States. The extant literature reports increased fiscal efficiency resulting from the approach, but the potential influence on student outcomes is largely unexplored. This article reports on a completed quantitative study investigating the influence of grade-span configurations on student achievement among Florida public schools (n = 3,523). Results are interpreted to suggest that broader grade spans (e.g., K-8 versus K-5) might represent a viable policy option for administrators and policymakers seeking improved academic outcomes.
Peace-Based Education
Authors: Danesh H. B.
Published: January 2019

This article proposes that the universally acknowledged need for education reform requires both new conceptual and methodological approaches. At the core of this reform is transformation from conflict-based to peace-based educational concepts and practices aimed at creating school environments that promote academic and relational excellence, are safe and nurturing, and are free from bullying and violence. The article draws from the research done and lessons learned from more than sixteen ongoing years of implementation of Education for Peace (EFP)—a comprehensive peace-based education program—in more than one thousand schools, involving thousands of educators, and several hundred thousand students (K-12) in the highly conflicted and traumatized war-torn country of Bosnia and Herzegovina and more recently in schools in the United States, Mexico, Bermuda, and elsewhere.
An Analysis of the Education Decentralization Policy in Malawi
Authors: Thomas Kafumbu Fatsani
Published: January 2019

This article makes an assessment on the implementation of the decentralization policy in education in Malawi in relation to the achievement of its objectives. To bring this into perspective, the socioeconomic, legal and political contexts, and the related policies, which have a bearing on education decentralization, have been analyzed. The decentralization of education in Malawi has to a great extent been unable to meet its objectives as a result of reluctance of the central ministry to cede more decision-making power to the local level, and due to insufficient human resources. The article concludes by giving policy recommendations.
Culture of Inquiry in Professional Development
Authors: Morris William V.
Published: January 2019

Research on teacher collaboration and student achievement, along with culture of inquiry theory, was reviewed in an attempt to propose a theory of culture of inquiry for teacher professional development. Three empirical studies on teacher collaboration revealed positive correlations between teacher collaboration and student achievement. The literature on culture of inquiry and relevant theory from organizational management yielded five characteristics essential to a culture in which teachers plan and carry out professional development to evaluate and experiment with new teaching methods: transformational leadership, inquiry and healthy debate, license to experiment, collegiality and sharing, and an ongoing cycle of reflection.
Successes and Cautionary Notes from a Two-Year Study of the Ohio Network of Education Transformation
Authors: Stringfield Sam , Dariotis Jacinda K. , Clark Vicki L. Plano , Farley Amy N. , Allen Ann , Carr Kathleen , Morrison Audra , West Jessica A. , Roberts J. Kessa , Sellers Greg
Published: January 2019

The Ohio Network of Education Transformation (ONET) funded schools to implement different models of school reform including Advancement Via Individual Determination (AVID), the Asia Society's International Studies Schools Network (ISSN), New Tech, and Early College. This article introduces these four reform models and considers their implementation and impacts for two sites each. Findings from a two-year evaluation focus on overarching themes and lessons learned across reform models. Four subsequent articles present findings from each model in greater detail. Taken together, this set of articles provides an in-depth understanding of educational reform implementation for often understudied reform models.
Evaluating the Implementation of the New Tech Model in Two Ohio High Schools
Authors: Carr Kathleen
Published: January 2019

This case study is derived from a two-year period (2013–2014 and 2014–2015) of observations and interviews conducted at two high schools in Ohio that were implementing the New Tech Network Model as funded through the Ohio Network of Education Transformation. The schools implemented the model with different levels of fidelity and experienced a range of issues associated with the implementation. Several factors emerged to help explain the variation in implementation, and lessons learned are offered for those considering the New Tech model.
Evaluating Implementation of the Early College Model through a Theory of Change
Authors: Allen Ann , Roberts J. Kessa
Published: January 2019

Early College is an initiative aimed at helping first-generation, minority, and low-income students access college courses while they are still in high school. Early College was one of the Race to the Top (RttT) initiatives funded in Ohio. Examining Early College through a change theory lens, we present findings from a two-year case study of Ohio's Early College initiative as to the opportunities and challenges of implementing Early College as an innovation for low-performing schools. Findings from the two sites highlight both similarities and differences according to the context, mission, and vision of the leaders implementing the reform.
A Paradigm by Any Other Name
Authors: Burns Mildred L.
Published: January 2019

My theory on the word paradigm is that it is like an old dog. It drools on you, and it is ugly, but you remember it.

—James Pinkerton1
Toward Reflective Teacher Education: The University of Connecticut Experience
Authors: Reagan Timothy G. , Case Charles W. , Norlander Kay A.
Published: January 2019

& Reflective teachers are never satisfied that they have all the answers. By continually seeking new information, they constantly challenge their own practices and assumptions. In the process, new dilemmas surface and teachers initiate a new cycle of planning, acting, observing, and reflecting. (Ross et al., 1993, p. 337)
Inquest on a Failure: The Dual Entry Kindergarten Experiment in British Columbia
Authors: Glegg Alastair R. L.
Published: January 2019

And now they tried the deed to hide; For a little bird whisper'd, ‘Perchance you may swing; Here's a corpse in the case with a sad swell'd face, And a Medical Crowner's a queer sort of thing!

(Barham, 1911, p. 146)
From Sunnyvale to Flatbush: The Conflict between School Reform and Teachers’ Job Protection Rights
Authors: DeMitchell Todd A. , Fossey Richard
Published: January 2019

Nobility is defined by the demands it makes upon us—by obligations, not by rights.

Jose Ortega y Gasset
The Leadership Connection
Authors: Jenkins John M.
Published: January 2019

I start with the premise that the function of leadership is to produce more leaders, not followers.

—Ralph Nader