ethanporcaro/eric-fulltext-meta huggingface dataset:
Qualitative Case Study of Teachers&apos; Morale in a Turnaround School
Author: Lane, Louis J.
Date: 2019-11-00
Type: Journal Articles
Subjects: Case Studies,School Turnaround,Teacher Morale,Teacher Attitudes,High School Teachers,Teacher Persistence,Faculty Mobility,Self Efficacy,Self Esteem,Instructional Effectiveness,Teacher Burnout,Stress Variables,Faculty Development,Social Change,Stakeholders,Cooperation,Intervention,School Effectiveness,Low Achievement,Elementary Secondary Education,Federal Legislation,Educational Legislation

A small Southeastern high school that had undergone a turnaround or conservatorship process experienced a lower than average teacher retention rate. The authors conducted a qualitative case study to investigate teachers' experiences and perceptions of how turnaround strategies may have influenced their morale and how that effect on morale may have affected the teachers' retention. Bandura's self-efficacy theory provided the conceptual framework for this study. The research questions addressed teachers' perspectives of morale as well as their views and experiences with the conservatorship process. Semistructured interviews were conducted with 8 teachers who were actively employed at the school before the conservatorship process and who were subsequently retained by the district. Interview results produced 6 themes relating to factors that influence teachers' perspectives of morale: (a) powerlessness, (b) excessive visitations, (c) loss of confidence, (d) ineffective instructional practices, (e) stress and burnout, and (f) ineffective professional development opportunities. This qualitative research study identified factors that may potentially affect teachers' morale positively and promote social change in in turnaround schools by fostering an environment where stakeholders work collaboratively to increase teachers' retention and further school success.
Do Business Professors Who Excel at Both Teaching and Research Exist?
Author: Jalbert, Terrance
Date: 2019-11-00
Type: Journal Articles
Subjects: College Faculty,Teacher Competencies,Teacher Researchers,Instruction,Business Administration Education,Gender Differences,Private Colleges,Public Colleges,Teaching Skills,Research Skills

This paper examines professor teaching and research ratings. Specifically, this research examines the extent to which professors excel both at teaching and research. Similarly, this work examines the extent that professors who excel in one area are deficient in the other. Data for analysis involves paired research and teaching data for 300 business professors from 104 U.S. universities. The results show that only a small number of professors excel both at teaching and research. Many professors are seriously deficient on one or both dimensions. The data reveals mixed evidence on gender differences. Results show that faculty at private universities outperform faculty at public universities.
Reading Aloud: Engaging Young Children during a Read Aloud Experience
Author: Acosta-Tello, Enid
Date: 2019-11-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Language Acquisition,Reading Skills,Emergent Literacy,Young Children,Participation,Prediction,Comprehension,Relevance (Education),Learner Engagement,Discussion (Teaching Technique)

Research documents the benefits of reading aloud to children and suggests that the more children are engaged during the read aloud experience the greater the benefit to their language and reading development. Children's engagement during a read aloud can be increased by creating anticipation regarding the story, making predictions about what will happen in the story, making connections with the characters, and by utilizing dialogic reading strategies. This paper makes specific recommendations on how to engage young children during a read aloud experience.
Experiences of African American Superintendents in Texas
Author: Fields, Milton R., III
Date: 2019-11-00
Type: Journal Articles
Subjects: African Americans,Superintendents,Equal Opportunities (Jobs),Racial Bias,Administrator Attitudes,Barriers,Networks,Mentors,Job Applicants,Professional Associations,Administrator Characteristics,Disproportionate Representation,Administrator Role,Gender Differences,Gender Bias

The topic of African American superintendents has been largely neglected in society. Research studies revealed that an under-representation of African American superintendents exists. This ethnic disparity is a valid concern. This study was based on the premise that additional research studies are needed to understand the climate, culture and leadership experiences of African American superintendents in Texas. Although African American men and women are pursuing careers in the superintendency, there is still a shortage of available research data that explores their experiences. This basic interpretive qualitative research study explored the overall experiences and perceptions of six African American superintendents in Texas. Indepth, semi-structured interviews provided rich, thick descriptions, feelings and an interpretive perspective of this purposive and snowball sampling. The researcher served as the instrument to data collection. The method of triangulation was employed to ensure trustworthiness, credibility and member checking where the participants confirmed that the data were interpreted correctly by the researcher to improve the quality of the research. This study contributed new knowledge from an African American perspective. Social Cognitive Theory was the theoretical framework for this qualitative study (Bandura, 1986; Bussey &amp; Bandura, 1999). The results of this investigation reflected the personal experiences, views and perceptions of six African-American superintendents as they obtained their desired positions. The findings revealed there were some barriers and challenges facing aspiring African American superintendents: (a) lack of networking, (b) lack of mentors, (c) lack of school district pool of potential African American candidates and (d) lack of professional educational and equity associations. Recommendations that resulted from this investigation included that as aspiring African American superintendents, they must learn to develop professional and personal network of contacts. As aspiring African American superintendents seek superintendent positions, they need to research the demographics, culture and needs of the district, stakeholders and board members. Finally, professional educational associations need to be inclusive and expand their membership pool to include underrepresented African American educators.
Unpackaging &quot;Island Trees&quot; for the Principal Practitioner
Author: Waggoner, Charles R.
Date: 2019-11-00
Type: Journal Articles
Subjects: Principals,Administrator Qualifications,Legal Responsibility,Administrator Role,Court Litigation,Censorship,School Libraries,Freedom of Speech,Books,Elementary Secondary Education

School administrators face a plenitude of issues throughout the course of a career, many of which necessitate some working knowledge of school law. Administrators are not lawyers, after all, and do not possess anywhere near their level of expertise. Parental and community concerns are often a source of frustration and make for problematic situations that need an administrative response sooner rather than later. It is imperative for the administrator to have a legal approach action plan in place for every contingency possible. When a parent, or more likely a group of parents, ask that a certain book be removed from the classroom library or the school library, how should the principal, classroom teacher, or school librarian respond? The purpose of this study is to examine the very ambiguous relevancy of the U. S. Supreme Court decision of &quot;Island Trees School District v. Pico&quot; (1982) and specifically examine real life scenarios and possible solutions concerning censorship for the school principal.
A Correlation between Absenteeism and Course Grades in a Third-Year Industrial Engineering Class
Author: Keyser, Robert S.
Date: 2019-11-00
Type: Journal Articles
Subjects: Attendance Patterns,Grades (Scholastic),Undergraduate Students,Engineering Education,Academic Achievement,Instructional Materials

A correlation analysis of absenteeism and course grades was conducted for a third-year industrial engineering course. Thirty-nine students in the class were informed that attendance would be taken for purposes of this study but that attendance records would not affect their course grade. A negative correlation was found between students' absenteeism and course grades.
Parental Perceived Characteristics of Juvenile Mass Murderers
Author: Girard, Holly J.
Date: 2019-11-00
Type: Journal Articles
Subjects: Violence,Weapons,Personality Traits,At Risk Persons,Individual Characteristics,Adolescents,Parent Attitudes,Social Isolation,Mental Disorders,Bullying,Victims,Information Sources,News Media,Homicide,Stress Management,Coping,Aggression,Student Behavior

School mass murder shootings were practically unheard of prior to the 1980s. It is the purpose of this qualitative case study to explore what parents of teenagers believe are shared behaviors, social characteristics and personality traits of juveniles at risk of becoming mass murderer offenders. Being a loner or having social isolation was the primary characteristic determined by the parents. Psychiatric disorders, being angry, and being bullied were also named by over half of the parents. The primary information source that the parents said they obtained this information from was from the news media. This information did not match the information provided by the literature review. Being a loner and having psychiatric disorders are not characteristics of a juvenile contemplating mass murder.
Academic Self-Concept as a Mediator of the Relationship between Gender and Self-Reported Leadership Ability
Author: Miles, Jeffrey A.
Date: 2019-11-00
Type: Journal Articles
Subjects: Self Concept,Self Esteem,Student Leadership,Student Attitudes,Gender Differences,Undergraduate Students,Leadership Qualities

One of the most frequently reported student learning outcomes on college campuses is leadership ability. Thus, identifying the factors associated with leadership development is an important area for research. Previous studies have found mixed results in the relationship between gender and leadership perceptions. The current study proposes that academic self-concept intervenes in the relationship between gender and leadership, and helps to explain these earlier mixed findings. In a study of 597 undergraduate students from a private west coast university, we found that academic self-concept fully mediated the relationship between gender and self-reported leadership ability. Implications for research and practice are discussed.
University Online Cheating -- How to Mitigate the Damage
Author: Norris, Mark
Date: 2019-11-00
Type: Journal Articles
Subjects: Cheating,Online Courses,Integrity,College Students,Reputation,Institutional Characteristics,School Policy,Educational History,Student Motivation,Entrepreneurship,Computer Software,Self Concept,Academic Achievement,Tests,Assignments,Purchasing,Shared Resources and Services,Plagiarism,Prevention

The delivery of online university courses has continued to grow for more than a decade. New advances in technology have made the efficient delivery of courses possible, as well as increasing the collections of tools for students to cheat. Cheating results in the atrophy of the student's academic integrity, it has the potential to damage a university's reputation, it causes employers to lose faith in the competencies of graduates, and it wastes the large amounts of time and resources that have been devoted to the development of new knowledge and skills that are not subsequently obtained. As new technological tools are introduced to improve the delivery of courses, there has been a similar increase in the proliferation of methods for students to cheat. This article examines the history and motivations for cheating and the proliferating number of entrepreneurs and products available to assist students in completing their courses in ways that compromise academic integrity. Solutions are examined that offer alternatives for developing and enforcing academic integrity policies and preventing the occurrence of online cheating.
Methods and Practice of Graduate Education System with the Integration of Scientific Research and Education
Author: Lu, Congcong
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Graduate Students,Science Education,Scientific Research,Integrated Curriculum,Science Curriculum,Educational Quality,Teacher Effectiveness,Curriculum Development

The integration of scientific research and education is to blend harmoniously two missions of knowledge innovation and talents training, to link closely two tasks of new knowledge discovery and cultural inheritance, and to unify effectively two working modes of science and education. This is of great significance not only to improve teaching quality, but also to cultivate high-end innovative talents. School of Electronic, Electrical and Communication Engineering (SEECE) at University of Chinese Academy of Sciences (UCAS) appropriately implements the strategy to combine research and education among graduate education and teaching. It explores the teaching system characteristics of the integration of scientific research and education from all aspects of curriculum system, teaching staff, teaching quality and teaching administration, to further optimize the curriculum system, to effectively guarantee the teaching quality, and to standardize the teaching management. All these offer profitable references for relevant theoretical research and innovative talents training.
Knowledge Monitoring Calibration: Individual Differences in Sensitivity and Specificity as Predictors of Academic Achievement
Author: Smith, Francis X.
Date: 2019-10-00
Type: Journal Articles
Subjects: Metacognition,Scores,Individual Differences,Academic Achievement,Correlation,Prediction,Study Habits,Undergraduate Students,Tests,Educational Psychology,Teaching Methods,Measures (Individuals)

Knowledge monitoring is an important metacognitive process, which can help students improve study habits and thereby increase academic performance. Which is more useful in predicting test performance: knowing what you know, or knowing what you do not know? Two distinct constructs of knowledge monitoring calibration, sensitivity and specificity, were used along with the more traditional Goodman-Kruskal gamma correlation to predict performance on tests in an undergraduate educational psychology course. The gamma correlation provides a measure of how good one is at judging both items one knows and items one does not. Measures of sensitivity and specificity distinguish between the two. Students in an undergraduate educational psychology course completed a 50-word knowledge monitoring assessment to measure sensitivity, specificity, and gamma. These measures were then correlated with test and final exam scores in the course. It was found that sensitivity, a measure of correctly identifying known items, was the most useful in predicting overall test scores as well as final exam scores. Specificity, on the other hand, had no significant impact on exam performance. Results suggest that sensitivity and specificity may be more meaningful measures of knowledge monitoring calibration when it comes to predicting academic achievement, as well as being better adapted for missing values in any one cell of the data. Further research is recommended to determine in what other situations the measures of sensitivity and specificity may be useful. Findings presented in this study can also be used to help guide attempts to improve student metacognition and strategies.
Early Alert System Pilot in a Microeconomics Principles Course
Author: Marcal, Leah
Date: 2019-11-00
Type: Journal Articles
Subjects: Undergraduate Students,At Risk Students,Academic Failure,Identification,Introductory Courses,Economics Education,Microeconomics,Intervention,Academic Advising,Faculty Advisers,Tutoring,Progress Monitoring,Outcomes of Education,Student Improvement,Attendance,Student Satisfaction,Program Effectiveness

Faced with shrinking state funds and pressure to raise graduation rates, California State University, Northridge piloted an early alert system in courses with high failure rates. One section of introductory microeconomics was selected for participation in the campus pilot. The early alert system is intended to flag at-risk students and provide them with support services prior to failure. Its success is reliant on good information flows between faculty, academic advisors, and students; and effective intervention strategies. An examination of the pilot process shows poor information flows and low-key interventions. Faculty collect and prepare data to generate an alert but receive no feedback about resulting interventions for at-risk students. Nearly half of students who receive an early alert could not be reached by an academic advisor. When contacted, advisors typically direct at-risk students to speak with their instructor or seek tutoring. Students rarely meet academic advisors face-to-face and there is no tracking to ensure students act on their recommendations. Descriptive statistics suggest the pilot correctly identified students at risk of failing microeconomics principles. A student satisfaction survey indicates the pilot made students more aware of campus resources; and encouraged them to study and attend class more often. However, regression analysis suggests that participation in the early alert pilot does not improve student performance in microeconomics principles.
Individual, Family, Peer, and School Risk Factors for Teacher Victimization
Author: Sorrentino, Anna
Date: 2019-10-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Student Behavior,Bullying,Victims,Risk,Computer Mediated Communication,Antisocial Behavior,Empathy,Moral Values,Secondary School Students,Secondary School Teachers,Foreign Countries,Gender Differences,Knowledge Level,Educational Environment,Parent Child Relationship,Peer Relationship,Aggression

In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total of 251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.
Statistical Analysis of Students&apos; Behavioral and Attendance Habits in Engineering Education
Author: Ibáñez, Vanessa
Date: 2019-10-00
Type: Journal Articles
Subjects: Student Behavior,Attendance,Engineering Education,Classroom Design,Correlation,Grades (Scholastic),Preferences,Academic Achievement,College Students,Foreign Countries

This study aims at quantifying the relationship between the marks of students and their seating position in the classroom. The study is cross-sectional, quantitative, observational, and correlational. It analyzed data collected throughout two academic years about the students' marks (in different terms, courses, and degrees) and about their daily seating position (so, every change was recorded) for both theory and practice lessons. The quantitative data collected in the study was statistically analyzed. The main result is that the seating position is significantly correlated with the marks in the studied context (engineering schools with classrooms with 5-66 students). Other side results show a positive influence on marks of working alone with respect to sharing the computer with a classmate; indicate where do students who give up the course usually sit, and when in the academic term do, they give up. This article provides empirical data with regards to the relation between classroom seating and academic performance in engineering schools. The results obtained quantify this relation, but they cannot determine whether it is causal, consequential, or both. This study complements other studies that correlated motivation with seating preferences.
A Transdisciplinary Collaboration and Innovation Education Model and Experience
Author: LaDuca, Brian
Date: 2019-11-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Educational Innovation,Educational Cooperation,Drug Addiction,Occupational Aspiration,Student Development,Creativity,Social Problems,Local Issues,Community Involvement,Team Teaching,College Faculty,Perspective Taking,Empathy,Program Effectiveness,Teacher Attitudes,Majors (Students),Space Utilization,College Students

As the interconnectedness of the world grows, the need to prepare college students capable of addressing complexity likewise grows. In this context, the University of Dayton has developed and tested a transdisciplinary model for education. This model links multiple classes from different disciplines via a common theme and within a common space. It also employs an educational model premised on the following trajectory: disciplinary content development / transdisciplinary observation (empathy); transdisciplinary disruption leading to &quot;A-Ha&quot; observations which transform the disciplinary directions; and lastly transdisciplinary informed design and research. Central to this model is a 3,500 square foot common space used only by the classes participating in the experience. In this space classes share their reflections and content with other classes via both personal linkages and analog communications. The other classes respond to these from their disciplinary and personal perspectives. Thirteen classes, fourteen faculty, and over three-hundred students participated in a themed experience centered on the addiction crisis in Dayton, Ohio. Participants included faculty in applied creativity, engineering, health and sport science, education, theater, and religious studies. Also serving as co-teacher were community stakeholders. Assessment of the experience revealed variable student takeaways. Most prominent among these was student recognition that the experience had expanded their perspectives of the other disciplines. Most suggested that it had improved their ability to collaborate in a transdisciplinary environment and that it had significantly impacted their career aspirations. Fewer acknowledged the experience had improved their ability to create.