ethanporcaro/eric-fulltext-meta huggingface dataset:
Calibrating One's Moral Compass: How Principal Preparation Shapes School Leaders
Author: Larsen, Donald E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Administration,Ethics,Principals,Administrators,Administrator Education,Administrative Policy,Administrative Principles,Academic Standards,Graduate Surveys,Participant Satisfaction,Internship Programs,College Outcomes Assessment,Action Research,Self Evaluation (Individuals),Program Effectiveness,Program Evaluation,Moral Development,Moral Values

No textbook that an aspiring principal encounters in preparing for the role of school leader discusses what steps to follow when a member--or members--of the school staff challenge standards of professional judgment and moral rectitude. Instead, the most reliable guide at the principal's disposal may be the "moral compass" upon which the individual has learned to rely. Whether rooted in an educational setting or instead in the world of business, consideration of how leadership should be judged against an ethical standard goes hand-in-hand with establishing and nurturing the purpose and vision for an organization. At Western Washington University, the Educational Administration Program relies on the standards of the Interstate School Leaders Licensure Consortium (ISLLC) to define course content and expected outcomes. ISLLC Standard 5 might readily be dubbed the "ethical leader" standard: "A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner". WWU surveys graduates during the newly-minted administrators' first and third years in the position. The purpose of this self-assessment is to gauge whether those who have completed the Educational Administration Program perceive their coursework and field-based internship as having provided them with the foundational knowledge and skills to be successful in the role of building administrator. The corresponding survey information from supervisors offers opportunities to obtain either confirming or disconfirming data about the efficacy and preparation of those who complete Western's principal certification program.
The Role of Assessment and Accountability in Higher Education Doctoral Programs: A Presidential Perspective
Author: Freeman, Sydney, Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Doctoral Programs,Program Effectiveness,Accountability,Teaching Methods,College Presidents,Administrator Role,Leadership Training,Administrator Education,Student Evaluation,Postsecondary Education as a Field of Study,Interviews,Qualitative Research

The accountability movement in higher education is gaining momentum in the United States and around the world. In recent years, there has been a growing pressure on higher education institutions to demonstrate their value through various accountability measures with a strong focus upon the assessment of student progress and success. In the U.S. this pressure has come from state and federal government, accrediting agencies, parents, and the general public. Additionally, the changing environment within the teaching and learning process is impacting the manner in which students will be assessed and the purposes of this assessment. Thus, there is a growing recognition that higher education leaders will need to be prepared to address this and other complex issues that will inevitably affect higher education institutions. This makes the role of the president in this process more vital and important as administrators must be the ones to provide funding and other types of support. This study sought to gain an understanding of the role that higher education doctoral programs play in developing leaders that are able to address the issues of student assessment and institutional accountability. It examined this issue from the perspective of university presidents of institutions in the United States. (Contains 2 tables.)
Student Leadership Distribution: Effects of a Student-Led Leadership Program on School Climate and Community
Author: Pedersen, Jeff
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Student Leadership,Organizational Climate,Organizational Culture,Educational Environment,Participative Decision Making,Transformational Leadership,Program Attitudes,Teacher Attitudes,Mail Surveys,Interviews,Elementary Education,Elementary School Students

This study focuses on the understandings educators developed from two schools concerning how distributed leadership involving a select group of students affected the climate and community of their schools. Findings suggest that student-led leadership roles within the school community have an impact on creating a positive school-wide climate; a positive impact on their own development; and a positive influence on their peers. Three themes emerged that contributed toward the success of the program: school-wide collaboration and trust; adequate time for growth and development; and leadership support teams.
Theory into Practice: A Study to Assess the Influence of a Customized Leadership Development Program on a Cohort of Aspiring Urban Leaders
Author: Stearns, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Universities,Grants,Leadership Training,Urban Schools,Program Evaluation,Leadership Effectiveness,Administrator Characteristics,Theory Practice Relationship,Program Implementation,Partnerships in Education,Communities of Practice,Required Courses,State Standards,Program Content,Teaching Experience,Team Teaching,Outcomes of Education,Information Dissemination

Grand Valley State University (GVSU) in conjunction with the Grand Rapids Michigan Public Schools (GRPS) collaborated to implement a Wallace Foundation Grant Program designed to develop urban school leaders. The theoretical constructs of the program were evident in the research on leadership and change. This research formed a basis for the customized program content. Three major constructs were explored: (a) characteristics of effective leadership, (b) change and communities of practice, and c) adults as learners. The program coordinated state standards, integrated district initiatives, and provided the aspiring leaders/candidates with skill sets that could be transferred to current and future settings. The program was created around a cohort model, with participants who were carefully selected for leadership development. The GRPS district leadership chose the participants based on their potential for successful urban school leadership. The implementation of the program by GVSU faculty was based on a unique team teaching approach. The instructional team members were selected based on their urban school leadership experience and their highly successful collegiate teaching experience. GVSU faculty prepared a customized course of study for the cohort participants. Ultimately, the course of study was designed to lead the participants toward a Master's Degree in Educational Leadership or Educational Specialist Degree. There was an expectation that all cohort participants would complete (a) a degree-seeking program, (b) the required courses needed to obtain Basic Administrator Certification, or (c) a Michigan Central Office Endorsement. All aspiring leaders/candidates had a customized planned program prepared for them, outlining how they would be able to complete the course of study A survey of participants at the conclusion of the program strongly indicated the value of the cohort model in their development of skills to be effective urban school leaders. At present, approximately 90% of the cohort participants either remain or have been promoted as urban school administrators. (Contains 1 figure and 1 table.)
An Emergent Leadership Model Based on Confucian Virtues and East Asian Leadership Practices
Author: Lang, LingLing
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership,Models,Cultural Differences,Moral Values,Confucianism,Cultural Context,Social Values,Altruism,Justice,Social Structure,Trust (Psychology),Social Exchange Theory,Social Behavior,Value Judgment,Parent Child Relationship,Quality of Life,Global Approach,Cultural Pluralism

For more than 2000 years, Confucian teaching has had tremendous influence on the history, politics, economy, and culture of East Asian countries and regions. Despite the rapid growth in gross domestic product (GDP), people's standard of living, and economic advancements, Confucian Asia continues to adhere to the Confucian cultural values that they have embraced for hundreds of years. The shared Confucian cultural values and traditions have played an important role in the formation and development of East Asian leadership practices. In this chapter, we examine the Confucian-based cultural values and East Asian leadership practices. Based on Confucian traditions and East Asian leadership practices, leadership model emerged. This model may be applicable in other cultural contexts. (Contains 1 figure.)
Critical Absence in the Field of Educational Administration: Framing the (Missing) Discourse of Leadership in Early Childhood Settings
Author: Wise, Valaida
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Social Influences,Young Children,Early Childhood Education,Context Effect,Academic Achievement,School Culture,Educational Environment,Educational Quality,Research Needs,Educational Administration,Theory Practice Relationship,Preschool Education

Many studies have noted the strong and positive effect of educational leadership on student achievement, school culture, and other aspects of the educational environment. Current research also points unequivocally toward leadership as an important factor in the achievement of quality in most educational institutions. Leadership has been cited as second only to classroom instruction in its contribution to achievement. Despite the fact that the importance of leadership has been established in the field of education in general, research on leadership in early childhood settings has been lacking. Further, the research in this area is dominated by only a few researchers, with most of the studies being conducted as dissertations. The purpose of this article is to (a) highlight this critical absence in the field of educational administration; (b) critically examine the reasons underlying this missing discourse; (c) present the pertinent existing literature; and (d) articulate the potential implications of continued scholarship in this area. Previous findings suggest that continued efforts in the area of leadership in early childhood settings have implications for educational practice and theory.
Linking Theory to Practice in Learning Technology Research
Author: Gunn, Cathy
Date: 2012-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Educational Change,Educational Technology,Theory Practice Relationship,Test Theory,Instructional Design,Research Methodology,Evaluation

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required. (Contains 5 figures.)
Teaching with Wikis: Improving Staff Development through Action Research
Author: Benson, Robyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Blended Learning,Action Research,Workshops,Staff Development,Web Sites,Editing,Collaborative Writing,Case Studies,Universities,Higher Education,Scholarship,Web 2.0 Technologies,Group Dynamics,Educational Technology,Information Technology

This paper reports on the use of action research in a case study involving two iterations of an online workshop implemented at two universities in late 2007 and early 2009 to prepare teaching staff for using wikis for student group work and assessment. Workshop participants were immersed in the experience of collaborating in a wiki as learners and then reflected on this experience as teachers. Experience of the pilot workshop suggested a need for more orientation, potentially by introducing a blended learning design. The second iteration highlighted a need to develop the orientation session further and increase support strategies throughout the workshop, suggesting the value of offering it at faculty or department level if no "reward" is available for participation. Outcomes from the two cycles illustrate the value of action research for iterative improvement of this staff development model and for implementing the scholarship of teaching and learning to develop and share professional knowledge in this emerging area. This paper outlines a staff development approach involving Web 2.0 applications on which others can build. (Contains 2 figures and 3 tables.)
Perceptions of the Effects of Clicker Technology on Student Learning and Engagement: A Study of Freshmen Chemistry Students
Author: Terrion, Jenepher Lennox
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Surveys,Chemistry,Handheld Devices,Educational Technology,Teaching Methods,College Freshmen,College Science,Science Instruction,Student Attitudes,Attitude Measures

While technology--in the form of laptops and cellphones--may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement. The current study explored the reactions of students to clicker implementation in a large, introductory chemistry class. During the final class of the semester, 200 students in an introductory chemistry class responded to an attitudinal and informational student survey using both Likert-type and non-Likert type questions to evaluate their perception of the implementation of the clickers and their impact on student learning and engagement. The results demonstrated that, when implemented effectively, clickers contribute to greater student engagement and, ultimately, an opportunity for professors to enact best practices in higher education pedagogy. This study points to the importance of effective pedagogy in making clickers worthwhile. (Contains 1 table.)
Chalkface; Interface; Screenface: Moving the Metaphor of Teaching towards the Nexus of Teaching and Learning
Author: Ruth, Alison
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Design,Figurative Language,Computer Mediated Communication,Computer Interfaces,Blended Learning,Educational Technology,Computers,Learning

This paper provides a nuanced metaphor for teaching and learning, taking into account newer mediated forms of learning that lie at the nexus of teaching and learning. Firstly, the paper navigates this metaphorical minefield by tracing the evolution of the terms for describing learning environments: specifically coalface, chalkface and interface. Secondly, it addresses ways of thinking about curriculum design, taking account of the different actors involved in curriculum--designers, teachers and learners--at the chalkface, the interface and in the proposed new metaphor--the screenface. The screenface metaphor is then elaborated both in terms of the shifts in thinking it can facilitate and the implications of viewing research into teaching and learning through this lens. The screenface is a useful metaphor, with application beyond this initial proposal providing new and fruitful questions that can be asked about teaching and learning. (Contains 3 tables.)
Rethinking Grade Retention and Academic Redshirting: Helping School Administrators Make Sense of What Works
Author: Range, Bret
Date: 2011-00-00
Type: Journal Articles
Subjects: Grade Repetition,Kindergarten,School Entrance Age,Enrollment,Age Grade Placement,Comparative Analysis,Predictor Variables,Student Characteristics,Dropouts,Outcomes of Education

In this article, the authors discuss two interventions deployed to remediate low performing students. The first is grade level retention in which a student is required to repeat a given grade due to lack of academic or social progress. The second is academic redshirting in which a parent voluntarily delays the entrance of her child into kindergarten to allow the child more time to grow and develop. The article has three goals: (a) to compare the predictors of students who are retained to the characteristics of students who are academically redshirted, (b) to synthesize current research regarding grade retention and academic redshirting, and as a result of this synthesis, (c) to provide educators with recommendations for practice when faced with retention or redshirting decisions. (Contains 4 footnotes.)
The Effects of Academic Redshirting and Relative Age on Student Achievement
Author: Dougan, Kelli
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Kindergarten,Age Differences,Academic Standards,Grade Repetition,Academic Ability,Young Children,Maturity (Individuals)

Academic redshirting is the act of keeping a child out of school for an additional year before kindergarten. This practice has become prevalent in America as kindergarten standards become more rigorous. There are few examples in the literature of research that explores the differences between children who have been academically redshirted and those who were not. Based on studies about relative age effects in the classroom, the research shows that older children have higher academic achievement than younger children in the same grade.  Redshirting provides a particular child with advantages in school by deeming that child one of the oldest in their class. Since most redshirted children have birthdates just before the local cut-off date, these children would be among the youngest in their class had they not been redshirted and would likely experience the negative effects of relative age. Retention does not work to give children the same benefit as redshirting because there are negative emotional impacts on a child that affect school achievement. (Contains 1 table.)
Who Are We? Collaborative Inquiry and the Description of One State's Principal Preparation Programs
Author: Black, William
Date: 2011-00-00
Type: Journal Articles
Subjects: Administrator Education,Inquiry,Educational Administration,Management Development,Profiles,Institutional Mission,Educational Objectives,Student Recruitment,College Admission,Graduation Rate,Curriculum Development,Teaching Methods,Internship Programs,Evaluation Methods,Enrollment Trends,Leadership Training,Educational Research,Program Descriptions

A profile of one state's principal preparation programs is presented in this article. The collaborative inquiry process used to develop a program narrative instrument and to capture data on characteristics of all 17 state-approved programs in the state of Indiana is provided. The statewide preparation program characteristics profiled in this article include: missions and rationales, recruitment and admissions, student enrollment and completion, curriculum and pedagogical approaches, internship qualities, and assessment features. The author discusses implications of the findings across the preparation program landscape as well as the challenges and promises of collaborative research conducted across preparation programs. (Contains 1 table and 2 footnotes.)
A Qualitative Exploration of a New Concept in Support of Good Educational Leadership--Emotional Intelligence
Author: Potter, George
Date: 2011-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Leadership Qualities,Instructional Leadership,Leadership Role,Models,Interpersonal Competence,Self Management,Correlation,Health,Self Concept,Academic Achievement,Careers,Success,High Achievement,Low Achievement,Educational Administration

There has been a shift in the conceptualization of leadership and needed leadership skills in education within today's society. Models that were previously used to aid in the development and understanding of leadership roles may not be appropriate given the current climate within education. However, new concepts based largely on research are emerging. This new conceptualization involves Emotional Intelligence (EI). Nelson and Low (2003) defined their theory of EI to include skill sets involving positive uses of interpersonal, intrapersonal, leadership, and self-management skills, while avoiding problem areas to include aggression, deference and change orientation. Additionally, EI skills may be associated with personal satisfaction, health, and achievement within career and academics (Nelson & Low, 2003). In other words, positive levels of EI skills and low levels of problem areas may correlate with professionally high achievers and vice versa for low or average achievers. Based on the works of Goleman (1998), Epstein (1998), Sternberg (1996), and Nelson and Low (2003), the concept of EI is now providing a useful and practical model for utilization within the education administration and leadership arena. (Contains 8 figures and 9 footnotes.)
The Role of the Elementary Principal in the Instructional Leadership of Special Education
Author: Frost, Lea Anne
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Certification,Instructional Leadership,Special Education,Principals,Administrator Role,Administrator Attitudes,Surveys,Interviews,Knowledge Level,Administrator Qualifications,Elementary Schools

The purpose of this study was to explore, understand, and analyze principals' perceptions of their role as the instructional leader with special education teachers. Both surveys and follow-up telephone interviews were utilized for data collection. Findings indicate that principals holding a state special education teaching certificate reported higher knowledge and involvement with special education teachers than any other identified group, indicating that they were better prepared to support their special education programs and teachers. Concerns were noted with other subgroups who reported areas of higher involvement than knowledge, indicating that these principals were engaging in some activities with special education teachers without having appropriate understanding. Finally, recommendations were offered for institutions of higher learning, school districts, superintendents, and principals on how to increase the likelihood of elementary principals providing effective instructional leadership with special education teachers. (Contains 5 tables and 6 footnotes.)