ethanporcaro/eric-fulltext-meta huggingface dataset:
National Framework of Professional Standards for Change Leadership in Education
Author: Duffy, Francis M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Standards,Leadership,Educational Change,School Districts,Competence,Emotional Intelligence,Administrator Education,Leadership Training,Elementary Secondary Education

The ten professional standards form what Francis Duffy refers to as a &quot;National Framework of Professional Standards for Change Leadership in Education.&quot; Each standard has examples of the knowledge, skills, and dispositions that the research suggests are important for effective change leadership. Duffy's hope is that this proposed national framework will result in (1) state departments of education creating a professional license for change leadership in school districts; and (2) schools of education in colleges and universities designing new graduate-level programs specializing in preparing educators to become change leaders. Following the presentation of the proposed standards, Duffy offers an innovative design for a graduate-level program to prepare teams of change leaders in education. This idealized program of study incorporates learning experiences that prepare educators at the education specialist degree level to lead the process of creating and sustaining systemic transformational change in school districts. The learning experiences, in conjunction with the proposed standards, can then be used by state departments of education to create a professional license for change leadership in education. Contents of this article include: (1) The Need for Systemic Transformational Change in School Districts; (2) Change Leadership Competencies; (3) Emotional Intelligence and Change Leadership; (4) The Need for Effective Change Leadership Standards and Preparation Programs; and (5) A Proposed Program of Study for Preparing Change Leaders in Education. An index is included.
How Does a School Leader's Role Influence Student Achievements? A Review of Research Findings and Best Practices
Author: Gamage, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Leadership Role,Instructional Leadership,Academic Achievement,Correlation,Educational Improvement,Principals,Administrator Role,Meta Analysis,Statistical Analysis,Qualitative Research,Leadership Styles,Literature Reviews,Research Methodology

Currently, school systems around the globe are focusing on student achievements empowering school leaders along with curriculum and accountability frameworks. This paper focuses on a comprehensive review of literature on the role of school leadership towards improving student achievements based on research findings and best practices. It refers to numerous research projects conducted in many different school systems based on quantitative, qualitative and mixed method approaches comprising small scale medium size and mega research projects for the benefits of all types of school stakeholders on how a leader can do his or her best to improve student achievements.
Parental Involvement and Perceived At-Risk Student Performance: Views from Predominantly Hispanic Parents
Author: Braley, Richard
Date: 2009-00-00
Type: Journal Articles
Subjects: Parents,Parent Attitudes,At Risk Students,Academic Achievement,Hispanic American Students,Parent Surveys,Elementary School Students,Middle School Students,Secondary School Students,Grounded Theory,Parent Teacher Cooperation,Attendance Patterns,Graduation,Correlation,Measures (Individuals),Likert Scales,Reliability,Rating Scales,Content Validity,Statistical Analysis,Bilingualism,Meetings

These researchers analyzed the perceptions of parents of students determined to be at-risk about their involvement with their children. Parents (n = 229), predominantly Hispanic, were surveyed from elementary schools, middle schools, and high schools in a district in South Texas near the Texas-Mexico border. Quantitative data obtained from the survey indicated the presence of a perceived relationship between parental involvement and views of student achievement. Reported parental involvement, views of student attendance, and high school completion were not related in this study. Of these 229 parents, 129 of them completed one open-ended question in which they were queried about ways in which they believed that schools could increase their level of parental involvement. Through the method of constant comparison, themes identified from these parents' responses were: Increase Parental Involvement Activities on Campus; Communication; Scheduling Parental Involvement Opportunities at Different Hours and Days; Teachers and Parents Working Together; Parents Welcomed at Schools; Bilingual and Spanish Speaking; Parental Participation; Parental Involvement Meetings; Parental Involvement Presentations; Notifications to Parents; Food; and Teachers Trained in Parental Involvement Issues. Implications of these findings are discussed. [The source id v3 n3 Oct-Dec 2008 found on the pdf is incorrect.]
Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration
Author: Nelson, Judith
Date: 2009-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Training,Cultural Awareness,Cultural Pluralism,Ethnicity,Gender Differences,Sexual Orientation,Ability,Competence,Audits (Verification),Check Lists

In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist them as they move into leadership roles in public schools. The purpose of this article is to provide a training model for professional school counselors as school leaders to develop their effectiveness in assessing and creating school environments that are inclusive of all students regardless of race, ethnicity, religion, gender, sexual orientation or ability. Practical applications for counselor preparation programs and school leadership team collaboration are discussed. 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;
Redesigning Urban Classrooms to Impact Student Achievement
Author: Guice, Andrea D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Academic Achievement,Classroom Design,Correlation,Public Schools,Urban Schools,Educational Change,Organizational Culture

Because of the No Child Left Behind school reform policies, public schools are gravely scrutinized. This analysis focuses on how to redesign the urban classroom in order to impact student achievement with the intent of being an impetus for better overall school performance ratings. All public school leaders are expected to adhere to the same procedures and guidelines regardless of the population served. The research exposes the fact that there is no comprehensive school reform that is a cure all for the entire public education system. Findings reveal that there are far too many variables that weigh into overall academic performance. Hence, in order to optimize maximum student potential, a situational and adaptive site-specific approach is delineated in this study. [The source id (v4 n2 Apr-Jun 2009) found on the pdf is incorrect.]
The Implications of NCLB and a Nation at Risk for K-12 Schools and Higher Education
Author: Jones, Leslie
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Academic Achievement,Standardized Tests,Educational Indicators,Federal Programs,Elementary Secondary Education,Teacher Education,Teacher Education Programs,Educational History,Research Reports,Failure,Goal Orientation

The performance of American students in schools is gaining more and more attention at the local, state, and federal levels. Beginning in the late 90s, the attention of many state legislatures and state boards of education shifted to school accountability. This shift remains prevalent. The performance and success of American students are linked to standardized testing. The No Child Left Behind (NCLB) legislation mandated standardized testing in several grades in several disciplines. Not only have accountability measures been mandated for students requiring satisfactory scores for promotions, measures are also in place for schools. Based on the performances of all students and several additional variables, schools are assigned school scores and are required to obtain Average Yearly Progress (AYP) (NCLB, 2008). The implementation issues coupled with the implications of NCLB directly align with educators and other vested stakeholders beginning to focus on variables that affect student achievement. Prior to NCLB, A Nation At Risk provided a framework for a similar focus. The implications of both legislations address issues pertinent to students and teachers in K-12 schools, and the implications in higher education focus on teacher preparation programs.
Does Your Organization Welcome Participants with Disabilities? A New Assessment Tool
Author: Galloway, Fred
Date: 2009-00-00
Type: Journal Articles
Subjects: After School Programs,Disabilities,Inclusion,Models,Surveys,Measures (Individuals),Children,Parents,Stakeholders,Clubs,Statistical Distributions

During the 2005-06 school year, more than 6.7 million children with disabilities received special education and related services in our public schools; this represents more than a 20 percent increase over the previous decade (U.S. Department of Education, 2009). These children, who are typically at risk for chronic physical, developmental, behavioral, and emotional conditions, face a myriad of challenges as they navigate the public school environment, including being ignored, ostracized, and bullied more often than their non-disabled peers. Despite the ability of afterschool providers to assess the extent to which their curriculum and activities are age-appropriate and their staff-to-child ratios low enough to support meaningful engagement, providers have no real idea whether their environment is truly welcoming to children and young adults with disabilities. To begin to remedy this problem, the Organizational Developmental Model of Inclusion for Individuals with Disabilities (ODMI-IWD)--a statistically reliable and valid survey instrument--can help afterschool providers determine the extent to which their organizations truly welcome children and youth with disabilities. This article describes the construction, testing, and piloting of the instrument. The ODMI-IWD was administered to five large-scale afterschool providers in southern California that served a combined total of more than 30,000 students. The results of the analysis focus on two things in particular: (1) The extent to which each of the five organizations was demonstrating inclusionary practices for children with disabilities; and (2) Differences among the responses of executive staff and board leadership, staff members, parents of children with disabilities, and parents of children without disabilities. Engaging all four of these stakeholder groups should catalyze the process of developing an inclusive environment in afterschool programs. The purpose of the ODMI-IWD instrument is to increase awareness and provide a starting point for strategic planning, as well as support interventions toward a culture that truly welcomes all children, youth, and families.
After the Last Bell: The Multiple Roles of Principals in School-Based Afterschool Programs
Author: Samuelson, Lanya
Date: 2007-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,After School Programs,Administrator Effectiveness,Elementary Schools,Secondary Schools,Surveys,Interviews,Urban Schools

This article presents six potential roles played by principals after school, exploring why each is important and how each can be challenging. Can what is known about effective principal leadership be applied to afterschool program management, leadership, and implementation? Since the role of the principal in school sites is central, while afterschool program models are diverse, how can we engage in useful dialogue about principal involvement after school? Investigation of these questions in the existing literatures on principal leadership and afterschool programming is limited. Believing that afterschool programs must be tailored to the distinct needs of school sites, the author hopes principals and afterschool program staff can use the framework presented in this article as a practical tool with which to understand and delegate roles, thereby increasing the success of their programs. For staff working in programs at community based organizations, this framework may be useful in designing and assessing program leadership structures and designating responsibilities.
Defining Our Terms: Professional Development in Out-of-School Time
Author: Peter, Nancy
Date: 2009-00-00
Type: Journal Articles
Subjects: After School Programs,Professional Development,Vocabulary,Definitions,Capacity Building,Coaching (Performance),Mentors,Social Networks,Technical Assistance,Workshops

Research in the out-of-school time (OST) field confirms a strong connection between professional development for staff and positive experiences and outcomes for youth. In recent years, the OST community has invested significant time and money into researching, creating, implementing, and evaluating professional development activities for OST staff. The goal of this paper is to begin a conversation in which a national collaborative of OST organizations can agree on a common set of professional development definitions. This article presents a set of commonly used terms in the OST field, provides examples of how the OST community has adapted and refined these terms, and proposes a series of OST professional development definitions.
Victorian Government Policies towards Improving School Administration and Student Performance
Author: Gamage, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Policy,School Administration,Administrators,Academic Achievement,Educational History,Administrative Organization,Educational Legislation,Federal Legislation,Governance

Victoria in Australia is one of the schools systems which encouraged schools to develop more open school cultures supported by school committees, clubs and councils with community representatives since 1958. In the early 1970s, school administration was decentralized into several regions by posting bureaucrats with delegated authority to the newly created regions. In 1976, mandatory, corporate governing body-type school councils were established based on the Education (School Councils) Act of 1975. In 1980, resulting from a prolonged industrial dispute; an employee of a school was debarred from being elected as the council president of the same school, vesting the day-to-day administration in the hands of the school principal in the capacity of CEO of the school. In 1984, the authority and responsibility of councils were further strengthened based on the Education (School Councils) Amendment Act of 1983. In 1993, the Schools of the Future (SOF) reforms with negotiated charters between schools and communities were introduced. In 1999, a UNESCO, publication claimed that the Victorian SBM enhanced by SOF represented one of the most comprehensive strategies at school decentralization for higher student performance attempted anywhere in the world. In 2003, Victorian Government Blue-Print further strengthened school based governance (SBG). In 2004, Victorian schools system claimed that it is a world leader in SBG and in 2006, with the enactment of the Education and Training Reforms Act, SBG was further consolidated. In 2007, a fact finding visit by a team of OECD experts confirmed the claims made in 1999 and 2004.
Integrative vs. Non-Integrative Citations among Native and Nonnative English Writers
Author: Rabab'ah, Ghaleb
Date: 2013-00-00
Type: Journal Articles
Subjects: English,Native Language,English (Second Language),Citations (References),Writing (Composition),Masters Theses,Comparative Analysis,Arabs,Graduate Students

This study investigates citation practices among native and nonnative English writers. Five Master EFL theses written by Arab EFL learners were compared to 5 Master EFL theses written by native speakers of English. Adopting Swales' (1990) categorization, the employed citation patterns were analyzed and categorized into two types: integral and non-integral. The study revealed that the nonnative English writers used more integral-verb and non-integral citations than the native English writers. However, it was found that the native English writers used the noun-phrase citation type more frequently than did the nonnative writers. The findings conclude that Arab EFL learners lack the writing and research skills needed to use all citations types effectively.
Learner Acquisition and Its Relationship with Constructivist Learner Roles in a Secondary Education Chemistry Curriculum in Québec/Canada
Author: Aydin, Abdullah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Chemistry,Science Curriculum,Constructivism (Learning),Content Analysis,Student Role,Learner Engagement,Qualitative Research

This study aims to identify constructivist learner roles in acquisitions in the secondary education chemistry curriculum of the province of Québec/Canada. This research used document analysis as a qualitative research method. According to our findings; the &quot;learner roles&quot; in curriculum correspond with the &quot;student roles&quot; emphasized by the program. We found that these overlaps mostly cohere with &quot;constructive learner roles&quot;. These cohering constructive learner roles are &quot;i) the individual takes the control of the learning process, ii) the individual is selective, constructive and active in the learning process, iii) the individual carries out his/her responsibilities in constructive learning environments, iv) the individual, constructs a meaning in his/her mind for knowledge acquired in the construction process and appropriates that knowledge, and v) the individual communicates and discusses issues with other learners and teachers.&quot; Moreover, a clue indicating that a History-Technology-Society perspective was used as a background framework for generating the special approaches and goals for science learning has been encountered in the assumption of the constructivist learner roles. This clue is a quote from Albert Einstein: &quot;Every day I remind myself that my inner and outer life are based on the labors of other men, living and dead, and that I must exert myself in order to give in the same measure as I have received and am still receiving&quot; This clue can be generalized to contribution of education programs to teaching programs/the contribution of chemistry program to the educational program.
St. Lucian Elementary School Teachers' Applicability Beliefs and Beliefs about Science Teaching and Learning: Relevance to Their Level of Inquiry-Based Instructional Practices in Science
Author: Samuel, David F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Science,Elementary School Teachers,Science Teachers,Teacher Attitudes,Beliefs,Predictor Variables,Educational Strategies,Teaching Methods,Teacher Education,Teaching Experience,Hypothesis Testing,Multiple Regression Analysis,Inquiry,Observation,Rating Scales,Educational Practices,Statistical Analysis,Teacher Surveys,Construct Validity,Likert Scales,Foreign Countries

This paper examines the hypothesis that St. Lucian primary school teachers' science teaching and learning beliefs and their applicability beliefs are stronger predictors of their science teaching strategies than their teacher education experiences. Quantitative procedures were used where the level of each belief construct as well as their underlying constructs was measured in each teacher in the population and a determination made as to their favourability towards inquiry-based instruction (IBI). The levels of a sample of these teachers' IBI practices were also determined using an observational rating scale. Multiple regression analyses were used to determine the extent to which teachers' beliefs serve as predictors of their IBI practices. The results showed that teachers' applicability beliefs were barely moderately favourable to their practice of IBI, while their beliefs about science teaching and learning were favourable. Their inquiry-based practices were found to be at the unsatisfactory developing inquiry level. While their science teaching and learning beliefs were found to be significant and moderately positive predictors of their inquiry-based instructional practices, their applicability beliefs seemingly functioned as a moderating variable that limited the effect of teachers' favourable science teaching and learning beliefs on their instructional practices. These findings are significant in that they show the detrimental effect school-based factors can have on teachers' instructional practices in science.
The Relationship between Decision Making Styles and Leadership Styles among Public Schools Principals
Author: Al-Omari, Aieman Ahmad
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Public Schools,Decision Making,Leadership Styles,Correlation,Questionnaires

The present study examined the relationships between leadership styles and decision-making styles among public schools principals. A total of 108 principals returned questionnaires from Russaifa Education District in Jordan. The Decision Style Inventory and the Administrative Styles Questionnaire were used in this study. &quot;Directive decision making style&quot; was predominant among school principals,. Leadership style (5, 5) &quot;Constituency-Centered Administration&quot; was predominant among school principals. The results revealed that no significant correlation exists between decision making styles and leadership styles of school principals. Upon the research findings, some recommendations were recommended.
Giftedness and Creativity of Students and Teachers in the Process of Education
Author: Petrovic, Ruzica
Date: 2013-00-00
Type: Journal Articles
Subjects: Gifted,Creativity,Student Role,Teacher Role,Teaching Skills,Teaching Methods,Identification,Student Development

This paper conceptually defines the categories of giftedness and creativity and associates them with the role of teachers and students in their realization in the process of education. It examines the basic abilities that a teacher should possess and the methods that should be used for proper identification of students' potential and for their overall development. Giftedness is not reduced to the rational intelligence but is understood in the context of wider spiritual content for the identification of which the enhanced creative sensibility of teachers is essential. Ways in which teachers can encourage students' creative energy are: a) recognizing wonderment as the basic cognitive impulse, b) identifying and motivating curiosity as a good way of introducing the process of free-thinking, c) developing the gift of observation as an ability of keen sensual and spiritual perception, with which one can discover latent creative energy, d) fostering eloquence as the basis for successful development of verbal communication skills, and e) strengthening moral qualities as an assumption of feelings of safety, empathy, motivation of the spirit of tolerance and formation of a positive attitude to life.