ethanporcaro/eric-fulltext-meta huggingface dataset:
Gaps between Secondary Schools and Higher Education as Perceived by South Texas Secondary English Teachers
Author: Wang, Jinhao
Date: 2009-00-00
Type: Journal Articles
Subjects: Secondary Schools,Higher Education,Articulation (Education),Alignment (Education),English Teachers,Secondary School Teachers,English Curriculum,Educational Needs,Change Strategies,Qualitative Research,Teacher Surveys,Likert Scales,Incidence,Statistical Distributions

Investigated in the current study were gaps between secondary schools and higher education in English curriculum and in general areas, as perceived by South Texas secondary school English teachers. Qualitative analysis yielded seven themes concerning the gaps and six themes concerning suggested initiatives and services. Findings from the study confirmed previous studies in which researchers have advocated for more collaboration and curriculum alignment between the two levels of institutions. In addition, practical issues and challenges facing secondary school teachers such as teaching to the test, students' motivation issues, time constraints, and funding issues were raised. By incorporating concerns raised by secondary school teachers, educational leaders can make informed decisions about how to improve high school graduates' college readiness.
A Survey of Tuition-Free English Major Students' Use of Language Learning Strategies
Author: Zheng, Jianfeng
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Majors (Students),College Students,English (Second Language),Second Language Learning,Learning Strategies,Student Surveys,College Entrance Examinations,Scores,Achievement Tests,Academic Achievement

In order to have a clear understanding of the differences between tuition-free students and non-tuition-free students in the strategies they employ and to prepare for the conduction of the Language Learning Strategy Course to the two groups of students, the author decided to conduct a survey as to the students' current use of language learning strategies. The instrument used in this study is a questionnaire designed by Wenden (1991). Besides the questionnaire, students' scores in the college entrance examination and the end-term exams are also collected for the sake of comparing their progress with the non-tuition-free students and with their performance before entering the university. Through analyzing the questionnaire and test results, the author has got the following findings: 1) In most courses, students in both classes have performed equally well. Only in listening, there exist some differences, which may indicate that tuition-free students are more capable of adjusting to college study and they are more able to deal with the new course of listening. 2) As to the strategy use of the two groups, there are some similarities between them due to the enduring influence of middle school teaching and examination system in China as they both pay more attention to language knowledge and skills. Their difference lies in the perception of their learning style and the ability to regulate their emotions.
How Leadership Coaching Has Enriched Our Teaching
Author: Wise, Donald
Date: 2009-00-00
Type: Journal Articles
Subjects: Leadership Training,Coaching (Performance),Learning Experience,Mentors,College Faculty,Instructional Improvement,Teaching Methods,Educational Change,Instructional Leadership,Educational Practices

Two university professors share how their involvement in leadership coaching has influenced their teaching practices. They stated that as university students, they learned about leading, but were not taught how to lead. As new professors, they realized that they were utilizing similar teaching strategies as their own teachers, with a minimum of hands-on, practical experiences. Once they were trained as leadership coaches through Springboard Schools and began to spend time at school and district sites coaching principals and superintendents, they found that their teaching strategies changed dramatically. They brought in more current research with examples of practical application in local schools and modeled professional development strategies in their courses. Above all, they found that they connect the worlds of theory and practice on a daily basis.
The Multilayered Peer Coaching Model and the In-Service Professional Development of Tertiary EFL Teachers
Author: Meng, Junyi
Date: 2013-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Inservice Teacher Education,Coaching (Performance),Peer Teaching,Models,Faculty Development,English (Second Language),English Teachers,English Instruction,Second Language Instruction,Second Language Programs,Likert Scales,Observation,Transcripts (Written Records),Questionnaires,Pretests Posttests,Program Development,Needs Assessment,Program Implementation,Program Evaluation,Foreign Countries,Content Analysis

The increasing need to learn English worldwide leads to the rapid development in the field of Teaching English as a Foreign Language (TEFL). Teachers in this profession are required to reach a much higher level of professionalism now, and their in-service professional development can be an effective approach to updating their professional learning and practice. However, many existing programs for in-service professional development could not always reach their goals as expected. Therefore, this study aimed at developing and evaluating the Multilayered Peer Coaching Model (the MPC Model) for the tertiary EFL teachers to have their in-service professional development. Five phases based on the instructional system design theories were followed for developing this model, and the data for its efficiency were collected from such instruments as tests, observations, teacher's logs, researcher's field notes, and questionnaires which were responded by the EFL teachers and the students at Guiyang University in China. The results from this study showed that the MPC Model had positive impacts on the tertiary EFL teachers' in-service professional development.
ISLLC 2008: Websites to Support Mastery
Author: Follo, Eric
Date: 2009-00-00
Type: Journal Articles
Subjects: Web Sites,Information Sources,Educational Resources,Educational Administration,Administrator Education,Leadership Training,Standards,Graduate Students,College Faculty

The author presents here the most comprehensive and applicable list of web sites useful to both education leadership faculty and graduate students who are either practicing school leaders or those aspiring for the principalship. The web sites are based on the Interstate School Leaders Licensure Consortium (ISLLC) Standards recently developed by the Council of Chief State School Officers (CCSSO) in collaboration with the National Policy Board on Educational Administration (NPBEA) to help strengthen preparation programs in school leadership.
How Is the Afterschool Field Defining Program Quality? A Review of Effective Program Practices and Definitions of Program Quality
Author: Palmer, Kristi L.
Date: 2009-00-00
Type: Journal Articles
Subjects: After School Programs,Program Effectiveness,Educational Quality,Youth Programs,Literature Reviews,Program Evaluation,Research Methodology,Program Content,Teacher Characteristics,Community Involvement,Adolescent Development,Academic Achievement,Quality Control,Program Improvement,Student Participation,Program Development

While research on program effectiveness offers ample evidence that afterschool programs can benefit young people in a variety of ways, this same body of research demonstrates that not all programs are equally effective (Granger, 2008). Some programs show positive results in many or all major outcome categories. Other programs are associated with positive results for some but not all outcomes; still others show no positive outcomes at all. This variability in effectiveness highlights the need for a better understanding of &quot;how&quot; successful afterschool programs actually work, while keeping in mind the ever-present question of how to define success. This review article examines formulations of afterschool program quality emerging from outcome research, expert and professional consensus, and &quot;process&quot; research on how successful afterschool programs operate. After briefly summarizing current literature on the effectiveness of afterschool programs, the authors review empirical evidence regarding the characteristics of effective programs, that is, what effective afterschool programs do to produce positive outcomes. Next, they provide an overview of how program quality has been conceptualized by afterschool researchers. We conclude by discussing the field's emerging consensus regarding quality afterschool programming, highlighting key considerations as the afterschool field undertakes efforts to achieve both program quality and positive outcomes for youth.
Waltzing through Evaluation
Author: Hassenpflug, Ann
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Classroom Observation Techniques,Coaching (Performance),Mentors,Supervision,Supervisory Methods,Supervisor Supervisee Relationship,Clinical Supervision (of Teachers),Lesson Observation Criteria,English Teachers,Principals,Assistant Principals,Elementary Secondary Education

New assistant high school principal, Gwen, and veteran English teacher, Anita, disagree on Gwen's approach to instructional leadership. Gwen's focus as a supervisor is on raising student achievement test scores. She prefers to make brief visits to classrooms, and she knows exactly what she wants to see happening during those visits. Anita views teaching and learning as an interactive process that requires more complex observation and evaluation methodologies. However, new business education teacher, Lisa, is satisfied with Gwen's approach. Consequently the two teachers have quite different post-observation conferences with Gwen about their teaching. Principal Jim provides limited support for his new assistant principal, Gwen. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 1: &quot;An education leader promotes the success of every student by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders.&quot;
Four Cornerstones to Mentoring Adjunct Faculty Online
Author: Rogers, Carolyn
Date: 2009-00-00
Type: Journal Articles
Subjects: Adjunct Faculty,Online Courses,Mentors,Instructional Leadership,Faculty Development,Communication Skills,Interpersonal Relationship,Time Management

Online teaching and learning in higher education is growing at an exponential rate! This growth will continue to escalate during the 21st century! The powerful tools of technology will deliver instruction in unprecedented ways. Yet, the tools of technology are only as effective as the masters of this craft. Those using technology to teach online in increasing numbers are educational leadership adjunct professors. In some cases, universities adjunct faculty members comprise 100% of their entire faculty (Babb &amp; Mirabella, 2007). Clearly, the time has come for online universities to provide mentoring that assures the success of their greatest teaching force, its adjunct faculty. The authors present the four most research based needs entitled the four cornerstones comprising an effective mentoring program for educational leadership adjuncts. The four cornerstones of effective mentoring programs for adjuncts teaching online are professional development, effective communication, building balance, and forming relationships.
Preparing Youth for the 21st Century Knowledge Economy: Youth Programs and Workforce Preparation
Author: Cochran, Graham R.
Date: 2009-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Knowledge Economy,Labor Force Development,Job Training,Work Experience Programs,Job Skills,Skill Development,Adolescents,Career Awareness,Experiential Learning

In the 21st century, the idea of preparing youth for the workforce has taken on new meaning. The shift to a knowledge economy has brought widespread concern that young people are entering the workforce without the skills employers value most, such as communication, critical thinking, leadership, and teamwork skills. As youth programs evaluate how to enhance their opportunities for adolescents, workforce preparation should be part of the discussion. In this paper, the authors will make the case for a focus on workforce preparation and examine youth programs as a context for workforce development. Of the many ways to blend youth development and workforce preparation, the authors will focus specifically on work-based learning. They have synthesized principles that can inform youth workforce development, with program examples to illustrate them. Finally, they consider the benefits and challenges of workforce preparation in youth programs and summarize the roles youth programs can take.
Developing and Implementing an Effective Online Educational Leadership Internship
Author: Goldsmith, Lloyd
Date: 2009-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Leadership,Internship Programs,Graduate Students,Job Skills,State Standards,National Standards,Difficulty Level,Instructional Effectiveness,Curriculum

Graduate students seeking to be educational leaders in today's high-demand society require more than lectures and textbooks to learn the requisite leadership skills. They must also have the opportunity to develop and test job skills in an on-the-job environment. Future leaders need the opportunity to grapple with the dilemmas principals face (Southern Regional Education Board [SREB], 2007). This is best accomplished in an internship under the guidance of a fully involved site mentor and a university mentor working in tandem with the graduate student. There has been continuous interest among many leadership preparation program faculty to learn which preparation approaches more effectively prepare their candidates as principals and district leaders. The problem universities face as school leadership programs migrate to the online environment is how to construct a meaningful online internship--an internship that provides accountability, flexibility, and one that is based on accepted national and state standards. A bibliography is provided.
Character Education: An Historical Overview
Author: Edmonson, Stacey
Date: 2009-00-00
Type: Journal Articles
Subjects: Values Education,Educational History,Ethical Instruction,Student Rights,Military Training,Emotional Development,Social Development,Service Learning,Adolescent Development,Elementary Secondary Education

Character education is integral to the educational enterprise. Recent character education endeavors across the educational landscape have originated from a variety of different organizational sources. This article provides a review of the progress character education from the 18th century up through the 21st.
An Imperative for Leadership Preparation Programs: Preparing Future Leaders to Meet the Needs of Students, Schools, and Communities
Author: Beyer, Bonnie
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Administrators,Student Needs,College Programs,Program Effectiveness,Standards,Academic Achievement,Correlation,Cooperation,Teacher Student Relationship,School Community Relationship,Goal Orientation,Educational Objectives,Stakeholders,Ethics,Integrity

This paper addresses the structure, philosophy, and curriculum of educational leadership preparation programs and the importance of preparing schools leaders to address the unique needs of students and communities. In particular, it will address how programs can be enhanced by integrating organizational research and philosophies from educational, government, nonprofit, and social service organizations together in preparation programs. Application of standards will be addressed along with examples of how university programs can be instrumental in preparing educational leaders to enhance student learning outcomes through the integration of special programs and services that will serve community demands and the unique needs of students they serve.
Blue &amp; C--Personality Traits of Leaders
Author: Freeman, Virgil
Date: 2009-00-00
Type: Journal Articles
Subjects: Personality Traits,Superintendents,Educational Administration,Administrators,Leadership Qualities,Administrator Characteristics,Personality Assessment

School superintendents and school leaders can be most effective if they understand their personality traits and the traits of those they learn and work with. A school leader can maximize their effectiveness by examining their own behaviors, thinking and habits as well as recognizing the behaviors of others. The DISC Pure Behavioral styles and the True Colors Inventory are two types of personality indicators that can be used to identify decision making behaviors, motivators and limitations.
Democratic Learning Communities in Educational Leadership Programs
Author: Singh, Kathryn
Date: 2009-00-00
Type: Journal Articles
Subjects: Democracy,Communities of Practice,Instructional Leadership,Higher Education,College Faculty,Teacher Role,Administrator Education

In this article, we address the characteristics of democratic education, examine learning communities in higher education and offer suggestions for faculty in Educational Leadership programs to develop learning communities in their classrooms that more systematically and effectively address issues of democracy. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 5: &quot;An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.&quot;
Teachers Behaving Unprofessionally: Stories from Students
Author: Gibson, Angela M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Elementary School Teachers,Secondary School Teachers,High Schools,Teaching Skills,Teacher Competencies,Interpersonal Communication,Teacher Student Relationship,Caring,Teaching Methods,Emotional Response,Classroom Techniques,Two Year College Students,Questionnaires,Student Characteristics,Qualitative Research,Student Surveys

In this study, the researchers analyzed stories told by students (n = 80) of their poorest K-12 teachers who behaved in an unprofessional manner. Nine dominant themes were identified: poor teaching; learning not occurring; poor communication with students; uncaring; no explanations; being overly emotional; high school teachers; off-task behaviors; and poor classroom management. Illustrative student stories were provided. Implications of these stories were discussed. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 2: &quot;An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.&quot;
Growing Our Own: Former Participants as Staff in Afterschool Youth Development Programs
Author: Matloff-Nieves, Susan
Date: 2007-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Participatory Research,Interviews,Student Experience,Community Programs,Observation,Graduates,Urban Areas,Outreach Programs,Employment,Individual Development,Goal Orientation,Community,Program Effectiveness,Apprenticeships,Mentors,Feedback (Response),Responsibility,Role,Barriers,Peer Counseling,Supervision,Training

This article grew out of a participatory research project conducted with support of the Robert Bowne Foundation from January 2003 through January 2004. Six young people who had been participants in Forest Hills Community House (FHCH) programs for eight years or longer agreed to be interviewed in depth about experiences that had affected their development. Initially the author simply asked them to tell their stories about how they came to the community house and about what it was like to make the transition to a staff role. The author also shared some of her own memories of them as younger people. As she spoke with these young people, they suggested questions that the author subsequently incorporated into all interviews. The data was supplemented from these interviews with program observations. The author also drew on her own memories, as well as those of colleagues, and spoke to the young people's supervisors. All of the collective memories of and reflections on this shared history, together with our observations of each other over time, have been rich sources of data. The practice of hiring former participants as staff in youth programs is a salient feature of the youth development field. Originally an expedient and cost-effective way of staffing programs with thin budgets, it is beginning to be recognized as a youth development strategy that is effective in providing older youth with a pathway to adult roles. The benefits to the sponsoring agency include a strong sense of mission among staff members as well as continuity of relationships in the program.
A College Financial Management Center: What Do Students Think?
Author: Vienne, Kristy
Date: 2009-00-00
Type: Journal Articles
Subjects: Debt (Financial),Qualitative Research,College Students,Student Attitudes,Higher Education,Colleges,Money Management,Budgeting,Responsibility,Counseling Services,Student Surveys,Student Characteristics,Interviews,Personal Autonomy,Independent Living

With the increasing cost of a college education on the rise, college administrators need to address the long term financial, psychological, and academic risks associated with the increased responsibility of personal debt. In this qualitative study, college students' perspectives regarding the need for a personal financial management center at a regional public institution of higher education in the Southwest were obtained. Themes that emerged from participants' responses were: (a) the need and desire to understand personal budgeting, (b) learning about personal financial management to obtain a sense of independence, and (c) developing personal responsibility as it relates to controlling need versus want purchasing habits. Implications of our findings are discussed. [The source id v4 n2 Apr-Jun 2009 found on the pdf is incorrect.]
Auf De Suche Nach Der Guten Schule: In Search of a Great School
Author: Chirichello, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Institutional Mission,Strategic Planning,Effective Schools Research,Participative Decision Making,Transformational Leadership,Professional Continuing Education,Instructional Effectiveness,Social Responsibility,Student Development,Academic Achievement,School Administration,Middle Schools,Foreign Countries

This module is the result of the author Michael Chirichello's visit to Luxembourg in 2008. He includes the contact information here for the Atert-Lycee Redange principal or director: Claude Boever, Directeur, email: directeur@alr.lu This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 1: &quot;An education leader promotes the success of every student by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders.&quot;