ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of K-5 Principal Time and Tasks to Improve Leadership Practice
Author: Van Vooren, Carol
Date: 2018-03-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Occupational Mobility,College School Cooperation,Partnerships in Education,Time Management,Administrator Role,Community Involvement,Administrator Surveys,Interviews,Observation,Qualitative Research

This study highlights the high rates of attrition among school leaders that result from increased demands on school principals. This article reports on a unique university and school district partnership that worked together in action-based, community-engaged research to address the time allocation and tasks in the daily life of principals. The findings highlight the complex and changing roles in the daily work of school principals. Moreover, this study serves as a model for community engagement and exemplifies how universities and districts can work together to improve school leadership.
Building a University-Wide Agenda for Intercultural Competence and Understanding: Lessons Learned at the University of Minnesota
Author: Furco, Andrew
Date: 2018-02-00
Type: Journal Articles
Subjects: Cultural Awareness,Higher Education,Colleges,Institutional Mission,Cultural Relevance,Program Development,Strategic Planning,Student Diversity,Diversity (Faculty),Equal Education,Social Justice,Social Change,Administrator Role,Standardized Tests,Workshops

Furthering intercultural competence in higher education requires colleges and universities to establish an intentional, mission driven strategic plan that embeds intercultural understanding and practice across the institution's work. To secure broad-based buy-in and support, this plan needs to consider the various ways that different units within the academy define, interpret, and view intercultural work. For large, complex and multi-faceted colleges and universities, building this plan can prove daunting as different parts of the institution will ascribe different meanings, purposes, and intentions to intercultural advancement. In this paper, administrators from the University of Minnesota, who represent units that are highly engaged in intercultural competence work, share some of their struggles and lessons learned in their effort to build a comprehensive, campus-wide strategy to grow intercultural advancement. The administrators initiated this campus-wide strategic work following their participation in an international conference focused on intercultural competence. Since that time, they have developed recommendations for the foundational work required to establish a common university-wide framework and comprehensive plan for institutional intercultural advancement.
The Web of Reclassification for English Language Learners--A Cyclical Journey Waiting to Be Interrupted: Discussion of Realities, Challenges, and Opportunities
Author: Okhremtchouk, I.
Date: 2018-03-00
Type: Journal Articles
Subjects: Classification,English Language Learners,Language Minorities,Student Needs,Social Justice,Educational Practices,Guidelines,State Departments of Education,School Districts,Educational Administration,Educational Experience,Instructional Leadership,Disadvantaged,Educational Opportunities,Elementary Secondary Education,Mainstreaming

In this article we unpack the obstacles and opportunities associated with language minority student classification practices and, more specifically, English language learners' reclassification to fluent proficient status. First, we discuss classification permanency for language minority students. Second, we provide an overview of national reclassification practices. Third, we discuss the practical application of California Department of Education's (CDE) guidelines for reclassification of students from English Language Learner (ELL) to Fluent English Proficient (FEP). We conclude with recommendations for school and district leaders on how to apply the liberty afforded to districts by the CDE in a way that best meets the students' needs and is socially just.
Equity-Minded Faculty Development: An Intersectional Identity-Conscious Community of Practice Model for Faculty Learning
Author: Costino, Kimberly A.
Date: 2018-02-00
Type: Journal Articles
Subjects: State Universities,College Faculty,Faculty Development,Equal Education,Communities of Practice,Educational Change,Fundamental Concepts,Social Justice,Racial Bias,Organizational Change

Equity-minded institutional transformation requires robust faculty learning. Research has shown that the single most important factor in student success is faculty interaction. Positive, supportive, and empowering faculty interaction is particularly important to the success of female students, poor and working class students, and students of color, but most faculty are not prepared to offer the kind of support that has been shown to be most effective for marginalized students. If institutions are serious about equity and about transformation, then they are obligated to provide professional development that will support the learning necessary for faculty to fulfill these important roles and to support faculty financially or by buying their time to participate in it. An effective way to do this is to align such professional development with the urgent needs of the campus and their related campus-wide initiatives. This article describes a community of practice model of identity-conscious professional development that engages faculty in a scholarly approach to the science of learning and evidence-based teaching and curriculum development while at the same time insistently and consistently incorporating critical reflection on and exploration of how systems of power and oppression impact learning. We believe this faculty engagement is key to transforming our institution into a more equitable and inclusive learning environment for students and faculty alike.
Lessons Learned about Inclusion While Starting a New College
Author: Jones, Michelle D.
Date: 2018-02-00
Type: Journal Articles
Subjects: Inclusion,Higher Education,Educational Innovation,Student Diversity,Minority Group Students,Social Justice,Consciousness Raising,Student Recruitment,Teacher Recruitment,College Applicants,Teacher Selection,Program Development

Starting a college from scratch presents a unique opportunity to think about how to build an inclusive learning environment from the beginning by selecting people and strategies that do not carry the weight of the traditional academic model and its prejudices and assumptions about who belongs and who does not. This article documents the lessons learned in the first two years of a new college and presents some next steps.
Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program
Author: Miller-Young, Janice E.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Program Effectiveness,Semi Structured Interviews,Teacher Attitudes,Scholarship,Instruction,Learning,Qualitative Research,Comparative Analysis,Communities of Practice,Faculty Development,Foreign Countries,Epistemology,Professional Identity,Interdisciplinary Approach

Faculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort during their journey into SoTL. A qualitative analysis using the constant comparison method showed that this discomfort was sometimes due to contrasts between SoTL and their discipline's epistemology, as well as challenges to their identity as a teacher, researcher, and a colleague. We conclude with suggestions for how faculty development and multidisciplinary SoTL communities of practice can be planned and managed.
Reframing the Dominant Diversity Discourse: Alternate Conversations for Creating Whole System Change
Author: Golom, Frank D.
Date: 2018-02-00
Type: Journal Articles
Subjects: Educational Change,Change Strategies,Systems Approach,Higher Education,Barriers,Access to Education,Equal Education,Educational Environment,Student Diversity,Program Effectiveness,School Culture,Context Effect,Organizational Change

Diversity and inclusion (D&amp;I) efforts in higher education are decades old, yet progress continues to be slow and elusive for many campuses. Recent events in colleges and universities across the United States suggest that long-standing challenges related to access, equity and inclusion remain as entrenched and intractable as they have ever been, resulting in campus environments that may be unwelcoming or hostile to faculty, staff and students from underrepresented groups. One reason for the partial success of university D&amp;I programs is that they overemphasize individual actors, attitudes and behaviors while neglecting the systemic, organizational cultures in which those actors reside. Drawing on the organization development and change literatures, this paper offers three alternate perspectives for reframing campus diversity work, arguing that all D&amp;I initiatives must consider the (a) contextual, (b) multilevel and (c) systemic nature of change if they are to be robust and successful.
Job Embeddedness May Hold the Key to the Retention of Novice Talent in Schools
Author: Watson, Jennifer Moradian
Date: 2018-03-00
Type: Journal Articles
Subjects: Teacher Persistence,Beginning Teachers,Predictor Variables,Talent,Teacher Surveys,Multivariate Analysis,Correlation,Faculty Mobility,School Districts,Statistical Analysis

Teacher retention has been studied for decades, yet it has recently assumed renewed significance due to current teacher shortages. This study was designed to determine whether teachers' job embeddedness (JE) is related to turnover. JE is found in organizational literature (Mitchell, Holtom, Lee, Sablynski, &amp; Erez, 2001) and has been a robust predictor of retention across diverse groups of employees (Mallol, Holtom, &amp; Lee, 2007) as well as among various countries and cultures (Lee, Burch, &amp; Mitchell, 2014). For this study, we surveyed over 143 teachers with less than five years of experience in three school districts in Central California, and we identified a correlation between retention and embeddedness through the use of multivariate analysis of variance. The results indicate that JE is indeed related to novice teacher retention.
Do Something That Scares You Each Day: The Role of Self-Efficacy in Preparing School Leaders
Author: Abusham, Jaymi
Date: 2018-03-00
Type: Journal Articles
Subjects: Self Efficacy,Leadership Training,Administrator Education,Beliefs,Career Readiness,Credentials,Student Surveys,Training Methods,Student Satisfaction,Likert Scales,Student Experience,Correlation,College Programs,Quasiexperimental Design,Statistical Analysis

This study examined the relationship between the leadership readiness beliefs of perspective school leaders and the efficacy-building experiences in which they participated during university preparation programs. I developed and administered a survey to 176 prospective school leaders during the final months of their preliminary administrative credential preparation programs. I found a moderate positive correlation between the number of efficacy-building experiences in which students took part and the leadership readiness that they reported. Based on these results, this article offers specific recommendations for university programs that desire to best prepare their students through efficacy-based training
Observing and Deterring Social Cheating on College Exams
Author: Fendler, Richard J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cheating,Multiple Choice Tests,College Students,Observation,Student Behavior,Measurement Techniques,Testing

This research introduces a unique multiple choice exam design to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, an empirical experiment is conducted to determine whether random seat assignment deters cheating relative to a control group of students allowed to choose their seats. Empirical results demonstrate a significant decline in measured cheating within the assigned seating sample. This study contributes to the literature by providing a measurement of actual cheating frequency among students, as opposed to relying on reported cheating in anonymous surveys, and by demonstrating that an easily implemented deterrent can significantly reduce instances of cheating.
Perceptions of Pre-Service Chemistry Teachers on the Utilization of Productive Lesson Study as a Framework for Teaching and Learning
Author: Espinosa, Allen A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Teachers,Chemistry,Science Instruction,Preservice Teachers,Communities of Practice,High Schools,Secondary School Science,Workshops,Cooperative Learning,Program Effectiveness,Student Attitudes,Foreign Countries,Case Studies,Questionnaires,Faculty Development

The present study determined the perceptions of pre-service teachers on utilizing productive lesson study as a framework in teaching high school chemistry. Participants of the study were thirty (30) junior pre-service chemistry teachers from a state-funded teacher education institution in Manila, Philippines. Participants were exposed to a training-workshop on lesson study and productive pedagogy prior to getting their perception. Lesson study is a form of collaborative lesson planning while productive pedagogy is a framework for evaluating effectiveness of a teaching strategy based on intellectual quality, connectedness, recognition of difference and supportive classroom environment. Results of the study indicated that although most of the participants agreed to utilize the framework, most of them did not grasp the essential process of productive lesson study. On the other hand, all of them agreed that the framework will help improve the teaching skills of teachers and will therefore result to a greater achievement in chemistry among students. Disadvantages that they foresee in the framework include time element and exclusivity. The productive lesson study process will take much of their time and that formulated research lessons might be exclusive only to a group of students and may not be applicable to all.
Transforming Higher Education through Organizational Meditation: A Story of the Executive Learning Series on Equity &amp; Empowerment
Author: Balajee, Sonali S.
Date: 2018-02-00
Type: Journal Articles
Subjects: Equal Education,Educational Change,Transformative Learning,Empowerment,Higher Education,Universities,Racial Bias,Social Justice,Cohort Analysis,Minority Groups,Partnerships in Education

Equity, diversity, and inclusion are frequently on the lips of higher education professionals yet we struggle to infuse these concepts throughout the academy as evidenced in challenges recruiting faculty of color, graduating students of color, and hostile environments reported by students. The authors posit that this is because, to date, most efforts focus on transactional engagements like training and recruitment to achieve racial equity when what is also needed are transformational strategies that fundamentally shift how higher education is envisioned. This article describes the Executive Learning Series on Equity &amp; Empowerment (ELSEE), which works not to just promote these values but to embody them and transform the academy (and those within it) through a deeper set of interventions, emphasizing the integration of holistic health, spirit based practice, mindfulness, and other practices of decolonization.
Assessing Peer Leader Skill Acquisition and Group Dynamics in a First-Year Calculus Course
Author: Glover, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Teamwork,Workshops,Student Leadership,Skill Development,Calculus,College Students,College Mathematics,Peer Teaching,Program Effectiveness,Online Surveys,Student Surveys,Journal Writing,Content Analysis,Cooperative Learning,Group Activities,Interaction,Models,Problem Solving

Peer-led team learning (PLTL), specifically the model known as 'Workshops', has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine the level to which leaders acquired new skills in effective teaching and describe the pedagogical interactions in the groups they led as a result of the combination of training and experience facilitating first-year Calculus Workshop sections. This was a semester-long study on twenty-two Workshop leaders for two multi-section, introductory calculus courses at a small research university. Our method is a novel overlay of two metrics that allows, with some forethought, a robust analysis of Workshop leader outcomes that would complement any assessment of PLTL implementation faculty might choose to undertake.
The Heavy Lifting of Diversity: A Need for Scholar Administrators
Author: Saffold, Jacinta R.
Date: 2018-02-00
Type: Journal Articles
Subjects: Diversity (Institutional),Diversity (Faculty),College Administration,Minority Groups,College Programs,Multicultural Education,Intercultural Programs,Educational Needs,Liberal Arts

Technological innovation and new economic terrain of the twenty-first century has called for higher education to re-examine how interdisciplinary ethnic studies and minority serving programs are positioned in the twenty-first century. This essay considers the utility of spaces like Black Studies departments and programs like the Mellon Mays Undergraduate Fellowship within the structure of Liberal Arts education today from the vantage a recent graduate. In the wake increasing hostility towards minority students and unfavorable media coverage of incidents on campus, colleges and universities must consider how rolling back minority-focused academic and programmatic offerings alongside dramatic increases in contingent faculty and administrative staff hiring has left cultural voids. As Liberal Arts educators grapple with narrowing budget constraints and changing campus climates, the call for higher education employees who understand why disciplinary and programmatic offerings are tied to campus climate, and how to use such resources, grows louder. Scholar Administrators, in their ability to straddle the historic dividing line between faculty and staff, can help usher in a type of diversity that allows each student, faculty, and staff person to bear witness to the humanity in others, which ultimately is the heavy lifting of diversity.
Is It Rational or Intuitive? Factors and Processes Affecting School Superintendents&apos; Decisions When Facing Professional Dilemmas
Author: Hart, Walter H.
Date: 2018-03-00
Type: Journal Articles
Subjects: Superintendents,Performance Factors,Administrator Attitudes,Decision Making,Leadership Styles,Context Effect,Student Interests,Student Rights,Public Opinion,Consultants,Intuition,Administrative Principles,Elementary Secondary Education,Qualitative Research,Semi Structured Interviews,Grounded Theory

Given the critical impact of their decisions and of the community's perception of their performance, it is reasonable that school superintendents would seek to understand the factors that influence their decisions and the processes used to make them. The researcher in this study used a qualitative approach, interviewing 13 school superintendents about the factors that affected their decisions and the extent to which they utilized a rational or intuitive decision-making model. The results show that superintendents' decisions are influenced by the belief that they must safeguard the interests of students, by their perceptions about community acceptance of their decisions, and by the advice of trusted consultants. Their responses suggested that superintendents blend a rational approach with their intuition when making decisions, a strategy that mimics dual process approaches.
Teaching about Prejudice with a Bogardus Social Distance Scale Activity: Replication and Extension
Author: Maurer, Trent W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Bias,Social Discrimination,Social Distance,Likert Scales,Class Activities,Undergraduate Students,Introductory Courses,Consumer Science,Experimental Groups,Control Groups,Teaching Methods,Instructional Effectiveness,Attitude Change,Student Attitudes,Racial Attitudes,Intermode Differences,Lecture Method,Multivariate Analysis,Pretests Posttests,Student Surveys,Course Evaluation,Replication (Evaluation),Hypothesis Testing,Correlation,Statistical Analysis

This study presents a three-year replication and extension of Maurer's (2013) evaluation of a classroom activity to reduce prejudice and discrimination. Students in six sections of an introductory family science course were assigned to one of three conditions and one of two target marginalized groups for a 3x2 design. Results differed significantly from those reported by Maurer (2013), and suggested that all three methods tested were equally effective in reducing prejudice and discrimination and that such changes were lasting. Additionally, a student participant served as a co-inquirer on this project, and her reflections on the process are included.
Role-Play in Literature Lectures: The Students&apos; Assessment of Their Learning
Author: Riain, Isobel Ní
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Role Playing,Teaching Methods,Literature,Language Arts,College Students,Questionnaires,Focus Groups,Essays,Student Attitudes,Group Activities,Irish

The following article is based on a piece of qualitative research on the use of role-play in a literature module in the Modern Irish Dept. of University College Cork, Ireland, in 2015. There were 18 students involved in the research. The aim of the research was to investigate if students associate learning with the use of role-play in literature lectures, and the findings indicate that students do indeed associate many different types of learning with role-play. Role-play is used widely in language classes but less widely in literature lectures. Classroom Assessment Techniques (CATs); questionnaires; a focus group; and essays were used as a means of gathering data. The research findings indicate that students are nervous when first presented with the prospect of doing role-play in class; however, the findings show that these feelings soon give way to an acceptance of role-play and an appreciation of this teaching methodology as beneficial to both teaching and learning. The students who took part in the study were very enthusiastic about the group work involved in preparing and performing role-play. The lectures and role-play were all carried out through the medium of the Irish language. While the authors recognise that role-play may not lend itself to all teaching contexts, they wish to encourage other literature teachers to experiment with role-play.
Why Do We Need Future Ready Librarians? That Kid.
Author: Ray, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Individualized Education Programs,Library Services,Librarians,Outreach Programs,Elementary Secondary Education

In this article, the author examines the need of the Future Ready Librarians (FRL) initiative. The FRL Framework helps define how librarians might lead, teach, and support schools based on the core research-based components defined by Future Ready. The framework and initiative are intended to be ways to change the conversation about school libraries and librarians by connecting them to the strategic work of schools and districts. Having a Future Ready Librarian, he argues, can foster outreach towards the non-traditional student or &quot;That Kid.&quot;