ethanporcaro/eric-fulltext-meta huggingface dataset:
The Concepts of Informational Approach to the Management of Higher Education's Development
Author: Levina, Elena Y.
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Administration,Information Technology,Information Management,Information Processing,Data Collection,Data Analysis,Educational Development,Foreign Countries

The research urgency is caused by necessity to develop the informational support for management of development of higher education in conditions of high turbulence of external and internal environment. The purpose of the paper is the development of methodology for structuring and analyzing datasets of educational activities in order to reduce informational uncertainty of the higher education system and to improve its controllability. The paper presents the author's interpretation of the informational approach to the management of the development of higher education system, based on the theory of the information field and ensuring the reduction of entropy of management. The implementation of the informational approach allows investigating, modeling, and predicting the state of higher education system to enhance development effectiveness, taking into account the dynamics, the lack of equilibrium conditions and interaction of elements of the system. This paper is intended for researchers and specialists in the field of management of education's development.
Collaborative Relationships between Principals and School Counselors: Facilitating a Model for Developing a Working Alliance
Author: Odegard-Koester, Melissa A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,School Counselors,Cooperative Planning,Cooperation,Qualitative Research,Case Studies,Rural Schools,Elementary Schools,Role,Trust (Psychology),Student Needs,Questionnaires,Semi Structured Interviews,Participative Decision Making,Attitude Measures,Models

The working relationship between principals and school counselors have received some attention in the literature, however, little empirical research exists that examines specifically the components that facilitate a collaborative working relationship between the principal and school counselor. This qualitative case study examined the unique perspective for building a leader-member relationship between the principal and school counselor. Specifically, the case study examined the experiences of the working relationship of a principal and school counselor in a rural Midwestern elementary school. Data analysis revealed that the following three shared themes emerged: &quot;student-centered focus,&quot; &quot;role differentiation,&quot; and &quot;trust.&quot; From these themes and their descriptions a collaborative working relationship resulted. As a result, the principal school counselor model evolved. Implications for principals and school counselors as well as future research are presented.
Structural and Functional Model of Future Craftsmen Legal Competence Generation during Professional Education
Author: Romantsev, Gennadij M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Education,Handicrafts,Skilled Workers,Creative Activities,Vocational Training Centers,Vocational High Schools,Law Related Education,Competency Based Education,Questionnaires,Interviews,Task Analysis,Models,Course Content,Program Implementation,Educational Environment,Foreign Countries,Longitudinal Studies

Formation of the law-governed state institutions in Russia, development of civil society, need for neutralizing the legal nihilism and generation of public legal culture, state demand for legally competent specialists, representing the public and social value, justify the relevancy of the investigated issue, on the one hand. On the other hand, it is determined by the necessity to perform and protect craft activity within the legal framework in compliance with the professional requirements, representing the personal value. The purpose of this article is to describe the progress of development and testing of the structural and functional model of future craftsmen legal competence generation at the institutions of secondary professional education. The principle method to research the issue consists in simulation, which enables for representing the problem as process of task-oriented and deliberate mastering of the legal competence by the future professionals during study at the institutions of secondary professional education. This article describes the structural and functional model of future craftsmen legal competence generation at the institutions of secondary professional education which consists of several interrelated components: target component, descriptive component, structuring and pragmatic component, and evaluative and effective component; it determines a complex of pedagogical conditions facilitating the implementation of the model, develops a range of evaluation means to assess the level of the generated legal competence of the future craftsmen. Materials of this article can be useful for students learning the professions at the institutions of secondary professional education, for all categories of teachers and specialists in the field of professional craft education.
The Development of Vocational Pedagogical Education in Russia (Organizational and Pedagogical Aspect)
Author: Fedorov, Vladimir A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Teacher Education,Higher Education,Educational History,Vocational Education Teachers

The relevance of the problem under study is based on the necessity to determine the directions of studying and improving the vocational pedagogical education (the system of training vocational pedagogical teachers) in Russia. The purpose of the article is to identify the periodization of establishment and development of the vocational pedagogical education in Russia depending upon the changes of its organizational and pedagogical foundations that occur under the influence of socio-economic and socio-pedagogical factors. The leading approach to studying this problem is a historic-logical one which allows us to identify stages of establishment and development of the vocational pedagogical education based on the qualitative changes of its organization and content that are perceived as a reaction to socio-economic and socio-pedagogical conditions at certain periods of time. Based on the qualitative changes of the organizational and pedagogical foundations of the vocational pedagogical education occurred under the influence of the changes in the society during more than a hundred years' time, the stages of establishment and development of the vocational education are detailed in this article. It is stated that the main directions of the Russian vocational teachers' training system development were determined by the requirements imposed upon the system by vocational education and industries. It is shown that the idea of industry-specific vocational and psychological training and training for a worker's profession is the leading one in elaborating the vocation education development strategy. The article can be useful for academic specialists and practitioners in the sphere of vocational and vocational pedagogical education, candidates for a master's degree and students of vocational pedagogical universities and faculties.
New Teachers for Change: Considering the Perspectives of Pre-Service Urban Teachers
Author: Borrero, Noah
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Urban Teaching,Beginning Teachers,Public Schools,Urban Schools,Teaching (Occupation),Teacher Education Programs,Urban Education,Social Justice,Minority Group Teachers,Surveys

This study presents the perspectives of a group of pre-service teacher candidates with a commitment to teach in urban public schools. Nineteen new teachers participated in this study and 14 of them identified as new teachers of Color. Their reflections on entering the teaching profession, teaching in urban schools, and qualities of good teaching are presented to showcase their power, creativity, and focus to bring about change in public education through effective teaching and attention to community organizing. Results are presented to show the importance of listening to teachers' voices in the scholarly pursuit of social justice education and the critique of proposed federal regulations that attempt to standardize the evaluation of teacher preparation programs.
The (Im)possible Pursuit of the College Degree: Exploring the Experiences of a Small Urban High School's Alumni
Author: Rivera-McCutchen, Rosa L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Schools,Alumni,Secondary School Students,Public Schools,Small Schools,Semi Structured Interviews,Academic Persistence,College Preparation,High School Graduates,College Bound Students,Online Surveys,Statistical Analysis

Bridges Institute is a small public urban high school founded in 1994 as part of the restructuring of a failing comprehensive high school. Part of a network of &quot;critical&quot; small schools in New York City, Bridges aims to interrupt the educational neglect of their students through carefully designed student-centered instruction and authentic assessment, as well as through active engagement in relevant social issues. While the school has experienced success at helping students &quot;beat the odds,&quot; a previous study hinted that students faced considerable challenges in pursuing college degrees. The present study explores the issue more fully through an explicit examination of the college experiences of a group of Bridges alumni. Their perspectives on the challenges they faced, along with possible areas for action and further study, are discussed.
Legacy, Loyalty and Leadership: Creating a Pipeline of Indigenous Black Educational Leaders
Author: Ononuju, Ijeoma E.
Date: 2016-00-00
Type: Journal Articles
Subjects: African American Leadership,Urban Teaching,Urban Schools,Minority Group Students,Instructional Leadership,Administrators,Minority Group Teachers,Diversity (Faculty),School Community Relationship,Indigenous Populations,Indigenous Knowledge,Principals,Leadership Effectiveness,Males,African American Students,Qualitative Research

Educational leadership plays a vital role in improving the academic outcomes of underserved and minority students. The leadership practices of Black educational leaders have contributed to the theorizing of effective, culturally responsive practices to improve student outcomes. This article uses portraiture to look at how one former Black principal leans on his indigenous understanding of his school and community to build a generational legacy of Black educators and educational leaders. Indigenous, in this context, is used to describe this principal's connection to the community from birth to his retirement and beyond. The article ultimately asks, what contribution does being Indigenous to a space and place add to our understanding of educational leadership and the educational leadership of Black administrators?
Exploring an Integrative Lens of Identity for a High School Mathematics Teacher
Author: Wilson, Kimi
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Instruction,Mathematics Teachers,Professional Identity,African American Students,STEM Education,Career Development,Males,Disproportionate Representation,Teacher Role,Teacher Student Relationship,Case Studies,Magnet Schools,Semi Structured Interviews,Teacher Attitudes,Student Responsibility

Driven largely by societal discourse regarding the underrepresentation of African American males pursuing science, technology, engineering and mathematics (STEM) majors, careers and professions, it becomes salient to understand how African American males experience mathematics in K-12 public schools in relation to their mathematics identity development. Mathematics teachers play a critical role in developing African American male mathematics identity. Utilizing an integrative lens of identity, this study examined one teacher's mathematics identity development and its influence on her teaching of students. The analysis focuses on how mathematics teachers' identities shape mathematics instruction for African American students, ultimately impacting their emerging identities as learners of mathematics. I argue that foregrounding teacher identity in mathematics within an integrative lens of identity can enhance our current understanding of how K-12 mathematics instruction impacts career trajectories in STEM for African American students.
Empowering Girls of Color through Authentic Science Internships
Author: Adjapong, Edmund S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Programs,Internship Programs,Females,STEM Education,Disproportionate Representation,Minority Group Students,Scientists,Student Attitudes,Experiential Learning,Self Concept,Urban Schools,Interviews,Journal Writing,High School Students,Science Laboratories,Museums,Qualitative Research

The underrepresentation of girls and students of color in STEM fields, particularly in science, is an ongoing issue that is very well documented. There is a limited amount of research that provides insight on experiences of girls, especially girls of color, who have been exposed to authentic science experiences. This article interrogates the effects of experiential learning on students' science identity and interest in pursuing a career in STEM, specifically for girls of color. This study provides insight into girls of color experience of authentic science internships where they followed a traditional working scientist schedule, the use of, or referencing of specific science knowledge, and use of traditional science lab equipment. Through this study researchers found that after participating in the authentic science internship, students became more confident to pursue careers in STEM-related fields and envisioned the field of science and STEM-related fields as approachable and accessible.
Reexamining Pitfalls of Experience in Urban Teacher Preparation
Author: Cross, Stephanie Behm
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Teaching,Teacher Education,Vignettes,Student Teachers,Teacher Education Programs,Student Teaching,Preservice Teacher Education,Urban Education,Urban Areas

Over 30 years ago, Feiman-Nemser and Buchmann (1985) wrote about &quot;pitfalls of experience&quot; in teacher education. In the current study, I share vignettes of three student teachers engaged in an urban teacher preparation program to highlight how these pitfalls are still operating--and are arguably even more problematic--as we prepare teachers to work with minoritized youth. I add additional detail to the familiarity pitfall and also suggest the existence of a new &quot;standardization&quot; pitfall. I end with cautions for teacher educators and a call for reimagined student teaching experiences as we consider these and other pitfalls in the preparation of teachers for urban settings.
Becoming a Culturally Responsive Teacher: The Impact of Clinical Experiences in Urban Schools
Author: Olson, Jennifer D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,College School Cooperation,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Elementary School Teachers,Secondary School Teachers,Urban Schools,Qualitative Research,Focus Groups,Partnerships in Education,Student Surveys,Sociocultural Patterns

This study focuses on elementary and secondary teacher candidates' perspectives of how their clinical experiences influence their preparedness in becoming effective culturally responsive educators. Clinical experiences in urban schools embedded within teacher preparation programs have the potential to develop students' ability to become culturally responsive educators, yet it is unknown how these experiences contribute to teachers' development in enacting culturally responsive pedagogy. Qualitative data was collected through open-ended survey responses and focus groups with teacher candidates in urban focused elementary and secondary teacher education programs at one college of education. Findings indicated that connecting with students' cultures and communities, the school/classroom context, and university-school partnerships and alignment impacted teacher candidates' feelings of preparedness on becoming culturally responsive educators.
The Relative Influence of Formal Learning Opportunities versus Indicators of Professional Community on Changes in Science Teaching in Urban Schools
Author: McGee, Steven
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Education,Urban Schools,Professional Development,Secondary School Science,Science Teachers,Secondary School Teachers,Urban Teaching,Communities of Practice,Special Education Teachers,Teaching Methods,Teacher Surveys

Previous research has shown that professional communities have the potential to be a powerful lever for continuous improvement in school settings. This research seeks to extend previous research by investigating the indicators of professional community that influence science teaching practice. This study took place in a network of urban neighborhood high schools, where low student achievement and high teacher turnover present barriers to professional community. Science teachers were surveyed on the extent to which they participated in a variety of formal learning opportunities and engaged in collaborative practices that are indicative of professional community over the course of a school year. The teachers also indicated the extent to which they changed their teaching practices during the same time frame. The results indicate that teachers engaged in a variety of collaborative activities such as advice seeking and collaborative discussions about curricula and student work. These conversations were associated with changes in teaching practice.
Toward Social Justice: The Characteristics of an Effective Mathematics Intervention Program for Urban Middle School Students
Author: Bowens, Bryan D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Education,Intervention,Urban Schools,Middle School Students,Mathematics Achievement,Mixed Methods Research,Summer Programs,Mathematics Teachers,Urban Areas,Algebra,Experimental Groups,Control Groups,Comparative Analysis,Grade 6,Grade 7,Grade 8,Mathematics Tests,Interviews,Likert Scales,Surveys

This two-part investigation (a) assessed the impact of the Jaime Escalante Math Program (JEMP), a structured summer mathematics intervention program, on the math achievement of urban middle school students, (b) identified the characteristics of the program that the administrators and teachers perceived to contribute to student achievement, and (c) compared the JEMP characteristics to those found in the literature on effective mathematics intervention programs. A mixed methods approach included analysis of two years of student math assessment data, administrator interviews, and teacher surveys. Quantitative findings indicate that student participants in the JEMP achieved significant growth in mathematics on two measures. Additionally, effective program elements are revealed in the qualitative data including specific classroom instructional strategies used in the JEMP. The results of this study will assist educators developing mathematics intervention programs, particularly for urban secondary students.
Improving the Connection between Healthcare Employers and Schools to Increase Work-Based Learning Opportunities for Urban High School Students
Author: Loera, Gustavo
Date: 2016-00-00
Type: Journal Articles
Subjects: Health Services,Health Education,Education Work Relationship,Partnerships in Education,Career Readiness,Urban Schools,High School Students,Experiential Learning,School Business Relationship,On the Job Training,Structured Interviews,Financial Problems,Barriers,Alignment (Education),Workplace Learning,Leadership,Leadership Role,Administrator Attitudes,Data Analysis

This study advances an experiential learning framework for educators to: (1) identify workforce-building strategies from key healthcare industry informants, (2) strengthen school-industry partnerships, and (3) shape urban high school students' career readiness experiences through curriculum and real life on-the-job training opportunities. Data was gathered from structured phone interviews with 21 healthcare industry leadership and management informants. Three key findings emerged. First, a financial burden and disengagement of leadership from the healthcare industry is a barrier. Second, creating effective partnerships as long-term investments is a challenge. Third, more needs to be done on aligning education and training with the healthcare industry.
Addressing Challenges in Urban Teaching, Learning and Math Using Model-Strategy-Application with Reasoning Approach in Lingustically and Culturally Diverse Classrooms
Author: Wu, Zhonghe
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Teaching,Urban Areas,School Districts,Grade 2,Grade 3,Grade 5,Mathematics Instruction,Mathematics Education,Elementary School Mathematics,Problem Solving,English Language Learners,Mathematics Skills,Mathematical Concepts,Pretests Posttests,Statistical Analysis,English (Second Language),Second Language Learning

This study examined the effects of using the Model-Strategy-Application with Reasoning Approach (MSAR) in teaching and learning mathematics in linguistically and culturally diverse elementary classrooms. Through learning mathematics via the MSAR, students from different language ability groups gained an understanding of mathematics from creating visual models, developing procedural fluency from using various strategies, and building competence in problem solving from real world application. The findings demonstrate that the MSAR results in improved diverse student mathematics learning in urban areas.
Cash across the City: Participatory Mapping &amp; Teaching for Spatial Justice
Author: Rubel, Laurie
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Grade 11,Grade 12,Spatial Ability,Learning Modules,Participatory Research,Action Research,Learning Activities,Urban Schools,Student Projects,Handheld Devices,Interviews,Photography,Video Technology,Cartography,Map Skills

This paper explores teaching mathematics for spatial justice (Soja, 2010), as an extension of teaching mathematics for social justice (Gutstein, 2006). The study is contextualized in a 10-session curricular module focused on the spatial justice of a city's two-tiered system of personal finance institutions (mainstream vs. alternative), piloted with two 11th/12th grade mathematics classes in a high school in a low-income neighborhood. The module includes a form of participatory action research known as participatory mapping (PM), examined here as a learning activity particularly conducive to urban settings. The study investigates learning opportunities and complexities opened up by PM for students. In particular, the analysis investigates how collecting narratives through PM engaged and complicated students' senses of place, whereby narratives that surfaced challenged the module's narrative about predatory lending. Findings are used to generate recommendations about ways to better support the use of PM in teaching for spatial justice.