ethanporcaro/eric-fulltext-meta huggingface dataset:
Evading Equity: Principal Autonomy under the Bloomberg-Klein Market Regime
Author: Lewis-Durham, Tiffanie C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Professional Autonomy,Case Studies,Interviews,Urban Schools,Administrator Attitudes,Social Justice,Educational Policy,School Districts,Qualitative Research,Empowerment,Privatization,Barriers,Educational Change,Consultants,Educational Practices,Elementary Secondary Education,Educational Administration,Commercialization,Grounded Theory

Using New York City schools as a case study, this study draws on interview data from principals, district consultants and administrators, and principal's union representatives to explore the relationship between market-based reform and colorblindness in educational policy. The study is informed by colorblindness theory, which explores the subtle and unconscious ways equity oriented goals are undermined. I also draw on urban regime theory, which highlights the ability of political, private, and other local actors to use resources and power to build coalitions. Results reveal market-based regimes, supported by business and political partnerships, are likely to relegate issues of equity to the periphery while they focus on privatizing decision-making and shaping schools to reflect market place values.
Democratic Purpose and Educational Leadership Policies in Sweden and in Texas
Author: Murakami, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Policy Analysis,Educational Policy,Principals,Democratic Values,Educational Practices,Comparative Analysis,Administrator Role,Academic Standards,Management Development,Behavioral Objectives,Capacity Building,Context Effect,Accountability,Participative Decision Making,Social Justice,Comparative Education,Educational Administration,Elementary Secondary Education,Foreign Countries

In this study we analyze the extent to which policy documents that include standards and expectations for the preparation of school principals (i.e., head teachers) influence democratic practices. This comparative research examines educational policies that influence the work of principals both in Sweden and in the U.S., the state of Texas asking: What does it mean for a principal to create a school environment that emphasizes democratic practices? The context of education is provided for both populations, including the role of principals as related to the importance and function of schools in a democracy in a society.
Partnership for Change: Promoting Effective Leadership Practices for Indigenous Educational Success in Aotearoa New Zealand
Author: Santamaría, Andrés P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Leadership Effectiveness,Academic Achievement,Indigenous Populations,Ethnic Groups,Pacific Islanders,Malayo Polynesian Languages,Foreign Countries,Principals,Instructional Leadership,Critical Theory,Race,Culturally Relevant Education,Educational Change,Qualitative Research,Leadership,Surveys

In early 2014, a team of researchers was invited into partnership with the Maori Success Initiative (MSI), a national, indigenous led network of Maori and non-Maori principals committed to working collaboratively to raise Maori student achievement. Working with over sixty principals across six regional clusters throughout Aotearoa New Zealand, these researchers utilised critical Kaupapa Maori methodology to observe, engage, and support MSI's vision of A Change in the Hearts and Minds of Principals in mainstream contexts. Qualitative data collected from leadership surveys, hui reflective statements, and other documents were analysed to validate and strengthen MSI's efforts to establish a critical mass of effective school leadership practices that promote and sustain Maori success as Maori. This paper highlights the research and outcomes resulting from evaluating the personal and professional growth of MSI leaders. Finally, implications for effective, culturally responsive leadership for Maori success as Maori are provided.
Teacher Perceptions of English Learners Acquisition of Academic English: Impacts on Long Term English Learner Classification
Author: Olvera, Catalina
Date: 2015-00-00
Type: Journal Articles
Subjects: Classification,Teacher Attitudes,English Language Learners,Language Acquisition,Teacher Expectations of Students,Classroom Environment,Performance Factors,Language Proficiency,Social Influences,Political Influences,Educational History,Bilingual Education Programs,Immersion Programs,Teacher Role,Curriculum Development,Public Policy

This article examines how teacher's perceptions of students classified as English learners (ELs) can impact the reclassification of these students as long-term English Language Learners (LTEL). Understanding teachers' perceptions will empower them to understand the needs of students struggling with English proficiency and how their perceptions impact student achievement. The conceptual framework for this paper consists of three concepts: (a) historical, political and social influences on ELs, (b) programs for ELs, and (c) teacher expectations. This article study sought to examine classroom level factors impacting some students' ability to become proficient in English. Overall, the findings support that teachers' perceptions are grounded in deficit thinking. Educators may find it useful to interview their own students as a form of self-review process in order to become more aware of their teaching methods and how students internalize the instruction.
Going against the Grain of Accountability Policy: Leadership Preparation for Using Data to Promote Socially Just Outcomes
Author: Mackey, Hollie J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Accountability,Educational Policy,Leadership Training,Socialization,Social Justice,Skill Development,Case Studies,Decision Making Skills,Data,Coaching (Performance),Educational Development,Educational Change,Outcomes of Education,Theory Practice Relationship,Information Utilization,Evidence Based Practice,Management Development

Leadership preparation programs are in transition as scholars seek to determine more sophisticated approaches in developing leaders for the increasing demands of accountability policy. This critical conceptual analysis focuses on leadership preparation for the socialization of school leaders. It is intended to reframe current perspectives about data use and provides recommendations for improving leadership development for socially just outcomes. Critical perspectives towards improving leadership preparation programs through questioning disposition and skill development might serve to improve preparation programs by addressing the more nuanced elements of leadership undergirding school reform.
The Effects of Spanish English Dual Language Immersion on Student Achievement in Science and Mathematics
Author: Tran, Natalie A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Achievement,Mathematics Achievement,Immersion Programs,Language of Instruction,English (Second Language),Spanish,Statistical Analysis,Grade 3,Grade 4,Grade 5,Comparative Analysis,Nonparametric Statistics,Misconceptions,STEM Education,Intervention,Predictor Variables,Disadvantaged,Instructional Effectiveness,Multivariate Analysis,Multiple Regression Analysis

In this study, we present quantitative findings on the effects of English-Spanish dual language immersion on student achievement in science and mathematics in grades 3, 4, and 5. The research aims to present empirical evidence documenting the impact of dual language immersion, reveal analytical techniques utilizing nonparametric measure of similar and comparative analysis, and discuss the benefits and common misconceptions associated with dual language immersion as well as implications for serving disadvantaged students and their success in STEM education.
Industrial Training Programmes of Polytechnics in Ghana: The Pertinent Issues
Author: Nduro, Kwabena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Industrial Training,College Programs,Vocational Education,Internship Programs,Learning Readiness,Learning Experience,Educational Benefits,Barriers,Questionnaires,Likert Scales,Demography,Change Strategies,Qualitative Research,Statistical Analysis

In today's world of stiff competition in the labour market, coupled with advanced technology, industries require of students to have job experience before employing them. The challenge here is that the experience being required is not taught in the lecture rooms. The reality is that, it is only gained though hands on the job, thus real world confrontation popularly called industrial attachment a platform for students arm themselves with all the skill, knowledge and demanded experience. This article examines the industrial attachment programmes of polytechnics in Ghana and pertinent issues involved. The paper tackled the problem from four thematic areas; the preparation before the training starts, the perceived challenges encountered, the benefits derived from embarking on the training and suggested strategies to be employed to enhance the programme.
A 2200-Year Old Inquiry-Based, Hands-On Experiment in Today&apos;s Science Classrooms
Author: Sotiriou, S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Hands on Science,Science Experiments,Measurement,Scores,International Cooperation,Foreign Countries,Cooperative Learning,Astronomy,Secondary School Science,Secondary School Students

The ancient Eratosthenes experiment concerning the earth's circumference offers the opportunity of an inquiry-based revival in today's science classrooms: A multinational European science education initiative (acronym: OSR) introduced this experiment as a hands-on basis to extract the required variables and to exchange results with classroom peers across two continents, including Finland in the North, via Poland and Serbia to Greece and Egypt in the South. The aims behind focused on typical science requirements in classroom approaches such as measurement spreads of scores, translation of one score into its context as well as to solve a complex scientific question with simple hands-on results when unveiling nature's hidden principles. Within the scope of this present study, 2180 students from 89 schools in 5 different countries (Finland, Poland, Serbia, Greece, Egypt) completed the Eratosthenes experiment on the same day. Working groups of up to four students collected the measurement scores within their school sites which by selection covered about 30 degrees of latitude. The analyses clearly show more accuracy in the scores as more distant the measurement sites are located (within Greece: 17.6% error; Greece-Finland: 1.3% error). Recommendations for school implementations as well as its potential in experimental science classrooms are discussed in detail.
Modelling Job-Related and Personality Predictors of Intention to Pursue Accounting Careers among Undergraduate Students in Ghana
Author: Mbawuni, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Personality Traits,Predictor Variables,Accounting,Undergraduate Students,Foreign Countries,Case Studies,Structural Equation Models,Careers,Occupational Aspiration,Career Choice,Intention,Self Efficacy,Questionnaires,Least Squares Statistics,Statistical Analysis

This study principally investigates job-related and personality factors that determine Ghanaian accounting students' intentions to pursue careers in accounting. It draws on a rich body of existing literature to develop a research model. Primary data were collected from a cross-sectional survey of 516 final year accounting students in a Ghanaian public university. Data were analysed using SmartPLS 2.0 to conduct Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that five factors are key determinants of accounting students' intentions to pursue accounting careers. Among the significant predictors, feelings about accounting profession made the greatest influence on career intentions, followed by accountants' reputation, job requirements, job outcomes and self-efficacy. Two factors, negative perception of ethical behaviour of accountants and accounting knowledge did not contribute significantly to predicting students' career intentions in the research context. Finally, the results show that stronger intention to pursue accounting career influences accounting students' recommendation of accounting careers to others. This study contributes to filling the dearth of empirical research in developing countries in Sub-Saharan Africa (SSA) on career-choice predictors of accounting students' career intentions and its behavioural consequence. Theoretical, managerial and educational policy implications of this study are discussed.
Introduction and Evaluation of the Notice Boards Designed for Pre-School Children and Their Parents within the Framework of &quot;Media Literacy&quot; Theme
Author: Arslan Cansever, Belgin
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Preschool Education,Preservice Teachers,Preservice Teacher Education,Bulletin Boards,Parent Materials,Qualitative Research,Content Analysis,Teaching Methods,Educational Practices,Foreign Countries

The aim of this study was to raise the awareness of pre-school teacher candidates within the framework of media literacy the importance of which has been noticed recently in Turkey and which has attracted attention of academic circles as a research topic. In addition, by providing opportunities for pre-school candidates to design materials on this topic, it also aimed to help them practice what they know and internalize the information they would obtain on media literacy. In this regard, the article introduces the notice board practices of media literacy theme performed by teacher candidates for pre-school students and their parents. Teacher candidates made their own choices on designing notice boards either for children or for their parents. Encouraging candidates to design such notice boards and to use them in training and then in their professional life is extremely important for them both to discover their own creativity and to develop their hand skills. Moreover, dealing with the media literacy theme and expecting them to develop materials by informing the candidates on this issue is a step taken towards raising the awareness of teacher candidates who will educate future generations. From this point of view, it could be recommended to provide practices on board and material development and use within the framework of media literacy theme through in-service seminars for teachers currently continuing their professional life; and to share functional teaching materials among teachers on various platforms (conferences, congress, workshops etc.).
Cyberbullying among Saudi&apos;s Higher-Education Students: Implications for Educators and Policymakers
Author: Al-Zahrani, Abdulrahman M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Bullying,Foreign Countries,Information Technology,Statistical Analysis,Questionnaires,Internet,Higher Education,College Students,Student Surveys,Educational Policy,Policy Formation,Computer Mediated Communication,Gender Differences,Multivariate Analysis

The aim of the current study was to investigate cyberbullying among Saudi's higher-education students. It also aimed to identify possible factors that may impact cyberbullying. A quantitative approach was implemented using an online survey questionnaire distributed to 287 students. The descriptive results indicated that students mainly avoid cyberbullying. However, about 27% of the students reported that they have committed cyberbullying at least once or twice. Furthermore, 57% of the students observed at least one student being cyberbullied. Students encounter cyberbullying usually by people whom they do not know and who contacted them over the Internet. In addition, students perceive cyberbullying as a serious issue. Thus, students seem to prefer asking cyberbullies to stop, but avoiding fighting back. Gender was found to impact on how often did students commit cyberbullying. Male students were involved in cyberbullying more than female students. In addition, single students more than married students encounter cyberbullying by people they know. Finally, students who access the Internet via personal devices observe cyberbullying more than those using shared devices. Based on this, implications were analyzed and suggested were proposed in relation to policy and practice.
Demographic Determinants of Students Susceptibility to Peer Victimization in Secondary Schools in Osun State, Nigeria
Author: Adefunke, Ehindero Serifat
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Bullying,Victims,At Risk Students,School Counselors,Student Behavior,Aggression,Statistical Analysis,Questionnaires,School Counseling

This study examined age, sex, class and religion as determinants of students' susceptibility to peer victimization. One thousand five hundred students from 10 public secondary schools were selected by stratified sampling technique using class level as strata. A validated multi-dimensional peer victimization scale (MPVS) was used to collect data for the study. Results showed that students in the age range 13-14 years were more susceptible to peer victimization, there was a significant influence of age on students' susceptibility to peer victimization (Fc2, 1428 = 7.45; p&lt;0.05). It was revealed that there was difference in the male and female susceptibility to peer victimization (df = 1429; t = 4.72; p&lt;0.05). It was also found that class level has significant influence on students' susceptibility to peer victimization with more peer victimization at junior level (Fc2, 1428 = 6.95; p 0.05).Based on religion, it was found that there is a significant influence of religion on students' susceptibility to peer victimization (Fc2, 1412 = 33.47; p&lt; 0.05) it showed that there was a significant difference in students' susceptibility to peer victimization based on religion. Implications for counselling support services and counsellor in schools for both at-risk (vulnerable) students and the school authority are discussed.
College Philosophy and Teaching
Author: Nikolaros, John
Date: 2015-00-00
Type: Journal Articles
Subjects: Philosophy,College Instruction,Andragogy,College Students,Teaching Methods,Curriculum Implementation,College Faculty,Questioning Techniques,Feedback (Response),Learner Engagement

This article delineates critical practices for effective college teaching and learning. In addition, the author contends an internal transformation in philosophy, to facilitate a better college teaching environment. Moreover, a review and adaptation of Socratic paradigm techniques are included. The author outlines specific instructional and curricular facilitation modes for advanced learners.
Adult and Continuing Education in Kenya: The Need for Transformative Leadership
Author: Nyatuka, Benard O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Continuing Education,Adult Education,Foreign Countries,Transformational Leadership,Lifelong Learning,Models,Leaders,Educational Policy

As a multidisciplinary process, Adult and Continuing Education (ACE) is meant to foster efficient lifelong learning throughout life. To achieve this, it should be geared towards providing knowledge, skills as well as attitudes that ensure equal opportunities to life, meeting the needs of individuals of all ages so as to understand the world and the changes being experienced. In a bid to attain a newly industrialized status, Kenya's Vision 2030 development plan endeavours to develop the relevant human resource base through, among others, ACE. However, the provision of ACE in Kenya faces such challenges as inappropriate learning environment, inadequate instructional materials and the inability to balance career and family demands. This is partly due to inept leadership, non-adherence to the relevant policy guidelines and pieces of legislation. In this paper, it is asserted that in order to achieve the aims of ACE, embracing transformative leadership is paramount. Thus, this piece of work is informed by the theory of transformational leadership which lays emphasis on how leaders, in various fields, can actually impact and or transform their subjects positively, and vice versa. In addition to exploring the policy and legislative frameworks concerning the provision of ACE in Kenya, this paper provides some intervention measures to the outstanding challenges.
Innovation of University Teaching Faculty Management Mode
Author: Han, Yuzheng
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Innovation,College Instruction,College Faculty,Educational Change,Foreign Countries,Faculty Evaluation,Faculty Development,Management Systems

With the deepening of university reform in China, the traditional teaching faculty management mode has been exposed more and more defects. To make innovation of the university teaching faculty management mode becomes the voice of the times. Universities should conduct careful research on this issue in the development. Starting from the shortcomings of existing university teaching faculty management mode, this article makes a thorough analysis on the new problems in front of China's university teaching faculty management and proposes new paths for university teaching faculty management mode from several aspects, such as the optimization of management mode, the human-oriented management, the humanism-oriented management, and the introduction of flexible management mode.
Reviewing the Purpose of Education and Challenges Faced in Implementing Sound Pedagogical Practices in the Presence of Emerging Evidence from Neuroscience
Author: Watagodakumbura, Chandana
Date: 2015-00-00
Type: Journal Articles
Subjects: Neurosciences,Evidence,Teaching Methods,Educational Objectives,Barriers,Instructional Innovation,Curriculum Implementation,Scientific Concepts,Educational Practices,Foreign Countries

The field of neuroscience has been evolving constantly and at a rapid pace in the recent past. Consequently, neuroscientists have put forth a wealth of knowledge in relation learning and education in general. In this context, how can we as educators benefit from the emerging evidence from neuroscience so that we can take a significant step forward in improving our pedagogical practices? We can take a deeper and reflective look at our existing pedagogical knowledge-base and engage in implementing necessary changes in such a way that we can guide our learners to reach their full potential. By reaching full potential, we mean enhancing creativity and wisdom in our day-to-day life operations, thus developing more empathic and content personalities devoid of psychological disorders. In the presence of emerging evidence, we can be better organised and take more educated decisions in planning our curricular, assessment and content delivery methods to achieve enhanced learning. We certainly face some challenges, especially in changing from some practices that were used widely and for a prolonged time. However, taking this courageous step forward would help us to be more sustainable in our educational systems as well as society at large. In this regard, this paper discusses some emerging neuroscience-based concepts relevant to learning and education in general, the significance of these concepts and some suggestions on how they can be incorporated in our pedagogical practices.