ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal and Professor Perspectives on Principal Preparation, Program Redesign, and Educational Planning
Author: Johnson, Arvin D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Attitudes,College Faculty,Private Colleges,Administrator Education,Program Effectiveness,Educational Planning,Leadership Qualities,Skill Development

The purpose of this reflective research was to highlight professor and principal perspectives on the most impactful principal preparation components. These perspectives were aligned to literature in the field and used to inform educational planning during a leadership program redesign at a small, private university in the southeastern region of the United States. Eight participants were interviewed to gain their unique perspectives of what should be included in the program redesign. Results were coded and organized into themes by participant group. The themes were then used as reflection points to inform program redesign and educational planning.
Use of Out-of-School Time with Urban Young Adolescents: A Critical Component of Successful NativityMiguel Schools
Author: Fenzel, L. Mickey
Date: 2018-00-00
Type: Journal Articles
Subjects: Urban Youth,Resilience (Psychology),At Risk Students,Academic Achievement,Leadership,Service Learning,Extracurricular Activities,Urban Schools,Middle School Students,Team Sports,Clubs,Activism,Summer Programs,Enrichment Activities,Program Descriptions,Student Attitudes,Graduates,Educational Benefits,Time Management

Adopting an asset-based and resilience-building framework, the present study examines the effects of out-of-school activities on advancing the academic achievement, leadership skills, and service orientation of youth of color placed at risk who attended one of over 60 independent urban middle schools that follow the NativityMiguel model of education. These out-of-school activities include late afternoon and evening academic support and other activities, such as sports and clubs, community service activities, and a holistic summer enrichment program. The present study summarizes results of individual and small group interviews with graduates and staff that address the benefits of the out-of-school programs. These benefits include being prepared for later academic success, developing effective leadership skills, belonging to a community of supportive faculty and peers, and developing a strong commitment to service and activism oriented toward addressing the needs of underserved communities. Also addressed are staffing and planning issues that contribute to successful out-of-school programs and implications for including these efforts in other schools.
Modeling Social Networks as Mediators: A Mixed Membership Stochastic Blockmodel for Mediation
Author: Sweet, Tracy M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Interaction,Intervention,Mediation Theory,Social Networks,Models,Coaching (Performance),Help Seeking,Teacher Competencies,Teacher Effectiveness,Simulation

There are some educational interventions aimed at changing the ways in which individuals interact, and social networks are particularly useful for quantifying these changes. For many of these interventions, the ultimate goal is to change some outcome of interest such as teacher quality or student achievement, and social networks act as a natural mediator; the intervention changes the social networks of the teachers in schools, and teachers with certain types of social networks tend to use better teaching practices, for example. Due to lack of methodology, however, social networks have not been modeled as mediators. We present a new framework for modeling social networks as mediators in which a social network model is embedded into a mediation model and both models are estimated simultaneously. As a proof of concept, we introduce a new network model for mediation, applicable for interventions that affect subgroup structure. We provide a small simulation study to demonstrate the feasibility of this model and explore some potential operating characteristics. Finally, we apply our model to examine the effects of instructional coaches on teacher advice-seeking networks and subsequent changes in beliefs about mathematics.
Educational Planning in the Age of Digitisation
Author: Douse, Mike
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Planning,Educational Technology,Technology Uses in Education,Economic Factors,Equal Education,Ethics,Psychological Patterns,Technological Literacy,Teacher Competencies

Numerous and ingenious ICT devices and systems are being applied at various locations across the educational landscape, often with interesting consequences. Such piecemeal, add-on approaches are, however, increasingly inadequate and progressively inappropriate. Given that digitisation has profoundly transformed both the objectives of education and the means of their achievement, the requirement from now onwards is for an all-embracing and visionary strategy matching and embodying our entirely altered environment. Essentially, humanely-inspired and digitally-comfortable educational planners should creatively ponder upon how best entirely to re-structure the whole of education in order to serve and help shape our utterly-transformed and ever-evolving world. Education planning should no longer focus on formal education only, but also on informal learning. By such means may much more equitable, ethical, enjoyable (and far less economics-bound, test-oriented, world-of-work-dominated) systems be created. Specifically, educational planning now means 'educational planning founded upon digitisation for the Digital Age'. This paper explores the implications of this ground-breaking reality.
&apos;School Administrators&apos; and Stakeholders&apos; Attitudes toward, and Perspectives on, School Improvement Planning
Author: Thompson, Canute S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Stakeholders,School Personnel,Cooperative Planning,Educational Improvement,Foreign Countries,Correlation,Accountability,Participation,Institutional Characteristics

This study explores the attitudes and perspectives of school administrators and other stakeholders on the school improvement planning process. A convenience sampling technique was employed with a sample of 15 schools and 91 respondents. The findings of the study indicated four principal factors, involvement, accountability, plan implementation and efficacy, defined the perspectives of the respondents. These factors were also responsible for 68.83% of the variation in the data. The factor 'involvement' accounted for 47.82% of the variation and suggests that the most critical issue affecting how the school improvement planning process is seen is the degree of stakeholder involvement.
Language Knowledge and Self-Efficacy of Pre-Service Teachers in the United Arab Emirates: An Exploratory Study
Author: Tibi, Sana
Date: 2016-01-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Semitic Languages,Student Attitudes,Native Language,Language Proficiency,Academic Language,Teacher Education Programs,Writing (Composition),Writing Evaluation,Scoring Rubrics,Language Skills,Reading Habits,Teaching Methods,Language Teachers,Foreign Countries

The study explored English language learning of native Arabic-speaking pre-service teachers and examined their self-efficacy on academic English proficiency. Writing samples from ten Arabic speaking female teacher education students in a university in the United Arab Emirates were analyzed using a rubric along with in-depth interviews. Overall, results revealed limited reading and writing practice in either language outside of school. Key findings from the interviews indicated that all of the participants had taken English classes since early in their elementary school years; however both Arabic and English learning consisted of skills-based language instruction with little or no practical and purposeful applications. Further, the respondents reported limited reading and writing practice in either language outside of school and cultural practices, inadequate instruction, and limited views of relevance for improving their English. All these reasons generally led to low levels of self-efficacy with regards to second language learning.
Health Sciences Students&apos; Interest in and Opinions about Global Health Experiences
Author: Oliphant, John B.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Allied Health Occupations Education,Health Sciences,Public Health,Experiential Learning,Biomedicine,Nutrition,Diagnostic Tests,Allied Health Personnel

While there is a significant body of literature regarding the interest in global health experiences (GHEs) for medical students and resident physicians, there is very little published in the scholarly literature regarding whether college/university students who are not in medical school, but are interested in pursuing a medical, health science, or allied health career in their future are also interested in global health. An anonymous electronic survey was sent to students enrolled in the College of Health Sciences and Technology at Rochester Institute of Technology to assess how important these students felt it was for them to learn about global health issues and then determine what types of GHEs they would like to have available to them. The participants were matriculated in the following majors: Biomedical Sciences (BS), Nutrition Management (BS), Diagnostic Medical Sonography (BS), and Physician Assistant (BS/MS). Participants were asked five questions to assess how important they felt it was that GHEs were available to them. For each of the five importance questions, between 89.3% and 93.6% felt these GHEs are either somewhat or very important versus 0.5-1.1% of those who felt that they were either not important at all or minimally important. The survey participants were asked thirteen questions regarding their opinions about what types of GHEs might be of interest to them. The three options that garnered the strongest interest were the ability to participate in a short-term international service project (91.4%), the ability to do international clinical rotations (89.3%), and the ability to participate in international research opportunities (82.5%). Independent t-tests showed that participants that had international travel experience in developing countries, those who were women, or those that were multilingual showed heightened interest in GHEs of various types. One-way ANOVAs showed that Biomedical Science &amp; Physician Assistant students were significantly more interested in GHEs than Diagnostic Medical Sonography / Cardiac Echo students. Younger students were found to be more interested in international research opportunities than older students.
Meeting the Challenges of Financial Difficulties: How Metro-Atlanta School Districts Act
Author: Chan, Tak Cheung
Date: 2018-00-00
Type: Journal Articles
Subjects: School Districts,Educational Finance,Budgeting,Money Management,Audits (Verification),Prediction,Expenditures,Budgets,Public Schools

School districts of the United States have to address their financial problems when economy is in difficulty. This study examines the financial practices of the school districts in metro-Atlanta area to understand how they operate their systems to meet with the challenges. Personal interviews were held with financial officers of six participating school districts. A researcher-developed questionnaire was used to solicit data in four areas of school finance: budgeting, cash management, auditing and financial forecast. Findings of the study indicate that school districts monitor their current budget carefully by working closely with state and local tax commissioners. Districts strictly control their expenditures and trim their current budget with priorities. Additionally, they work with site administrators to ensure their full compliance of the financial procedures.
Imperative as Root Infinitive Analogue in Yemeni Ibbi Arabic: Two Case Studies
Author: Qasem, Fawaz
Date: 2017-01-00
Type: Journal Articles
Subjects: Semitic Languages,Language Acquisition,Language Classification,Sentence Structure,Speech Communication,Toddlers,Morphemes,Verbs,Grammar,Language Universals,Foreign Countries

The paper shows that children acquiring Yemeni Ibbi Arabic4 (henceforth referred to as YIA) go through a stage equivalent to the Root Infinitive (RI) stage found in non-null subject languages in spite of the fact that YIA is a null subject and does not have an infinitive construction. Spontaneous speech of two YIA children (2;1-2;11) showed presence of verbal inflections in 85-90% contexts. However, in a few cases, imperative forms occur in place of tensed forms, and indicate modal irrealis interpretation. We argue that the imperative form is therefore a Root Infinitive Analogue (RIA). The paper also provides evidence for a universal tendency to use non-finite forms in early stages of language development.
A System-Wide, Collaborative, Purposeful, and Sustainable Distributed Leadership Plan Utilizing Teacher Leaders to Facilitate Professional Learning Communities
Author: McBrayer, Juliann Sergi
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Communities of Practice,School Personnel,Rural Areas,Poverty,Case Studies,Faculty Development,School Districts,Evidence Based Practice,Innovation,Educational Improvement,Teacher Responsibility,Administrator Responsibility,Barriers,Academic Achievement,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Educational Change,Sustainability

Through collaboration between one rural southeastern university and a local rural school system of high-poverty in southeast Georgia (a pseudonym, Justice County School System [JCSS]), a mixed method case study analysis was conducted to examine a system-wide professional learning initiative. The goal of this initiative was to provide professional learning that was collaborative, purposeful, and sustainable. The professional learning initiative is a semi-structured plan developed based on distributed leadership to share the responsibilities of administration by utilizing teacher leaders to facilitate system-wide professional learning. In addition, school personnel perceptions of their changes in professional practices as a result of this collaborative PLC work were explored to determine effectiveness of the professional learning communities. The outcome of this study resulted in the presentation of a replicable or modifiable plan that was formalized with evidence-based practices that could be disseminated to other districts and schools exploring similar professional learning opportunities. Georgia certification mandates require that districts and schools possess accountability measures that ensure the professional growth of all school personnel through PLCs. The mode in which JCSS approached professional learning could advance other professional learning initiatives or in many cases launch these initiatives. JCSS should serve as a model system with a proven record of using an innovative professional learning approach that distributed the responsibilities among both administrators and staff, specifically teacher leaders to effectively improve teachers' classroom practices. Institutions of higher education and local school systems need to implement collaborative, purposeful and sustainable professional learning with fidelity by distributing leadership efforts.
Managing Teacher Attrition Rate for Quality Education in Public Senior Secondary Schools in Rivers State, Nigeria
Author: Madumere-Obike, Chinyerem U.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Secondary School Teachers,Foreign Countries,Educational Quality,Administrator Attitudes,Principals,Questionnaires,Scores,Gender Differences,Teacher Persistence,Teaching Conditions

This study examined the management of teacher attrition rate for quality education delivery in public senior secondary schools in Rivers State, Nigeria. Three research questions and two hypotheses were formulated to guide the study. Analytical survey design was adopted. Population of the study consisted of two hundred and forty-seven (247) public secondary schools with 247 male and female principals and 7,713 teachers in Rivers State. The sample size consisted of 1,104 respondents (both Principals and Teachers) of public senior secondary schools in Rivers State representing 14% of the study population. A self-constructed instrument questionnaire tagged &quot;Managing Teacher Attrition Rate for Quality Education Delivery Questionnaire&quot; (MTARQEDQ) was used for data collection. The instrument was validated and its reliability co-efficient was established at 0.83. The mean and standard deviation were used in answering the research questions while z-test statistical tool were used in testing the hypotheses at a .05 level of significance. The findings revealed that there was no significant difference between the mean scores of principals and teachers on the causes of teacher attrition rate for quality educational delivery in Rivers State public senior secondary schools. Also there was a significant difference between the mean score of principals and teachers on the challenges posed by teacher attrition rate. Significant difference also exists in between the mean scores of male and female teachers on the ways effective management of teacher attrition rate can enhance quality teaching. The study concluded that better services and good welfare packages for teachers can reduce teacher attrition rate. Paying attention to teachers by giving them equal regards with other professions will increase teachers' retention.
Inclusive Education Plans and Practices in China, Thailand, and Turkey
Author: Hauwadhanasuk, Tanyathorn
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Educational Policy,Cross Cultural Studies,Foreign Countries,Educational Practices,Educational Planning,Consciousness Raising,Social Attitudes,Educational Change,Disabilities,Elementary Secondary Education,Barriers,International Cooperation,Comparative Education,Social Influences,History,Cultural Influences,Public Policy

As the changing world becomes more globalized and diverse, people become more connected. It is beneficial educators to learn about the educational practices of every nation. Educational planning efforts promote inclusive education and practices in the three countries: China, Thailand, and Turkey. It is important to raise awareness of the ways that history, culture, social perceptions, and public policy influence special education. The purpose of this paper is to investigate the transitional process of special education programs, services, and public policy toward inclusive education in China, Thailand and Turkey. In addition, this paper aims to present the development of educational plans that promote inclusive education and practices in these countries. The results of this paper indicate that the special education development and its process in China, Thailand, and Turkey are challenging. China is anxious for special education reform. Thailand has progressive special education initiatives spreading throughout the country. The education policies in Thailand and Turkey have addressed issues regarding children with disabilities and appear to move toward inclusion for individuals with disabilities. Indeed, the prospects for individuals with disabilities in these three countries are improving.
An Analysis of a Government-Sponsored Retraining Program: Implications to Educational Planning
Author: Catalfamo, Holly
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Federal Government,Government Role,Job Training,Dislocated Workers,Adult Students,Reentry Students,College Students,Education Work Relationship,Transitional Programs,Career Development,Skill Development,Knowledge Economy,Labor Market

The collapse of the global economy in 2008 had a devastating impact on manufacturing and other sectors across Canada. Displaced workers were unprepared for the demands of the new knowledge-based economy and found that they required retraining to secure employment in modern, highly technical workplaces. In Ontario, the introduction of the Second Career (SC) program provided opportunities for laid-off workers to attend college for retraining. Using qualitative methods, this study explores the experience of adult students participating in a government-sponsored retraining program. The findings suggest that adult learners who return to school encounter many challenges, including the need to balance school-life responsibilities, the dynamics of generationally diverse classrooms, significant financial pressures, adaptation to a new postsecondary environment, the need to relearn how to learn, the need for academic upgrading, and bureaucratic processes. In addition, the data reveal significant impacts on SC students, including renewed confidence and hope, a determination not to fail, new skill development, preparation for and connection to employment, establishment of powerful relationships with instructors, and development of a supportive community of peer learners. The data revealed in this study provide important recommendations to key stakeholders with respect to the importance of educational planners creating conditions for success when planning and implementing a school-to-work transition program for displaced workers.
Planning Strategies to Fill Principal Vacancies: The Issues and Some Choices
Author: Lemoine, Pamela A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Recruitment,Personnel Selection,Labor Turnover,Administrator Evaluation,Planning,School Districts

Superintendents, personnel directors and school boards across the nation are faced with a growing problem of locating high caliber replacements for the exodus of school principals that began as we entered the decade of the 1990s. This departure, which began as natural attrition due to age and retirement, has been accelerated by several other factors including working conditions, educational reform and lack of funding for educators and educational programs. Since principals are critical to school success and student performance an examination of principal selection strategies is critical, particularly the planning needed to find the best applicants. There are several selection strategies that superintendents and school boards can use to recruit and employ the best candidates available, including &quot;grow your own&quot; prospective principals.
Exploring Lexical Bundles in the Algerian Corpus of Engineering
Author: Rezoug, Fares
Date: 2018-03-00
Type: Journal Articles
Subjects: Computational Linguistics,Engineering Education,Phrase Structure,Masters Theses,Telecommunications,Graduate Students,Foreign Countries,Guidelines,Teaching Methods,English for Special Purposes,Second Language Instruction,Second Language Learning,Writing (Composition)

Although lexical bundles (LBs) have attracted considerable attention in applied linguistics, their variation by discipline is an under-researched area, particularly with regard to Master's dissertations. This paper explores the frequency, structure, and function of four-word bundles used in Electrical and Electronic Engineering Master's dissertations written in English by Algerian students working in four sub-disciplines -- Power Engineering, Computer Engineering, Telecommunication Engineering and Control Engineering. The LBs extracted from each subdiscipline were subjected to structural and functional analysis, applying Hyland's (2008) framework. The results were compared across the sub-disciplines and between these subdisciplines and Hyland's (2008) findings for Electrical Engineering to indicate the main structural and functional patterns relating to the bundles retrieved. Further, a fine-grained functional analysis was undertaken which goes beyond Hyland's framework to indicate the main realisations of bundles and propose pedagogically-friendly formal-functional 'clusters' of bundles. Potential pedagogical and methodological implications are also discussed.