ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Spiritual Dimension of Educational Leadership
Author: Riaz, Omar
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Spiritual Development,Leadership Styles,Ethics,Decision Making,Public Schools,Religion,Integrity,Moral Values

This article investigates the spiritual dimension within educational leadership practices. The authors argue that spirituality is a phenomenon which enables leaders to find deeper meaning in their work. They support the argument that spirituality is a significant dimension of human existence that is often silenced in the public school system and support the notion that it is time to release the spiritual dimension of human existence out of the boxes in which it is often imprisoned. A focusing theme of spirituality shapes their review of the literature on ethical decision-making that exemplifies ethical and spiritual leadership. Spirituality provides the overall conceptual link among the different bodies of literature that were examined.
Leading with Hearts and Minds: Ethical Orientations of Educational Leadership Doctoral Students
Author: Vogel, Linda R.
Date: 2012-03-00
Type: Journal Articles
Subjects: Values,Ethics,Instructional Leadership,Administrator Education,Beliefs,Leadership Responsibility,Justice,Caring,Critical Theory

This study examined the personal guiding values which shaped the ethical framework of 20 educational leaders who pursued their doctoral degrees in educational leadership at a Rocky Mountain university over 10 years. Each student was asked to create and share a personal code of ethics that guides his/her behavior and to discuss the importance of this code to him/her as an educational leader. They were also asked to reflect on how their beliefs and values guided their behaviors as educational leaders. By qualitatively analyzing the ethical platforms that these educators developed, the researchers hoped to shed light on which values and ethical frameworks school and district leaders use to navigate the many and often competing demands they face in their daily lives. From the leaders' responses, which focused on the ethics of critique, justice, and care, it appears that today's educational leaders do not take an &quot;either/or&quot; approach to the purpose of schooling, but rather try to integrate demands for academic achievement with a caring focus on the needs of students. Their responses also reflect an acute awareness of the inequities that exist in society that may be perpetuated by elements of the current process of schooling.
Moral Leadership and the Ethic of Community
Author: Furman, Gail C.
Date: 2003-00-00
Type: Journal Articles
Subjects: Moral Values,Ethics,Instructional Leadership,Leadership Responsibility,Educational Environment,Social Justice,Caring,Critical Thinking

The article proposes the idea of an &quot;ethic of community&quot; to extend the ethical frames typically used in education, arguing that this expansion of ethical frames is important for achieving the moral purposes of educational leadership in 21st century schools. It defines ethic of community as the &quot;moral responsibility to engage in communal processes&quot; as educators pursue the moral purposes of their work and address the ongoing challenges of daily life and work in schools. The ethic of community thus centers the &quot;community&quot; (as opposed to the individual) as the primary locus of moral agency in schools. In the following sections, the article: (1) argues that the ethical frames currently used in education focus primarily on the &quot;individual&quot; as ethical agent; (2) develops the concept of an ethic of community as a complement to these frames; (3) shows how the ethic of community is related to achieving the moral purposes of schooling in the 21st century, using the example of social justice; and (4) provides a conceptual framework that links ethics, leadership practice based in the ethic of community, and the moral purposes of school leadership.
Constitutive Values and Daily Practice in a Swedish School
Author: Norberg, Katarina
Date: 2003-05-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Values,Ethics,Educational Environment,National Curriculum,Educational Practices,Teaching Styles,Observation,Classroom Environment,Classroom Techniques,Standards,Gender Differences,Democratic Values,Children

Schooling is always a moral practice. It takes place in specific contexts where social regulation is justified by reference to ethical codes and their specific values. Teachers' work is constituted by these values. Teachers act morally, steering practice in particular directions. The task is, however, never simple. In a context where the curriculum provides an ethical framework and schooling operates within a moral framework, there is a perpetual struggle to align personal values, school practices and the constitutive values of the national curriculum. This paper focuses on that struggle. It builds on a field study which investigates the relationship between school practices and the constitutive values explicitly endorsed in the Swedish national curriculum. Episodes of moral steering are presented together with the teachers' subsequent evaluation of these incidents. These episodes suggest that insofar as individual beliefs and moment-by-moment responses may lead to actions which counteract constitutive values, moral practice must also be a deliberative practice where alternatives are weighed and courses of action are adopted.
Ethics and Values in Leadership Preparation Programs: Finding the North Star in the Dust Storm
Author: Normore, Anthony H.
Date: 2004-00-00
Type: Journal Articles
Subjects: Ethics,Values,Administrator Education,Leadership Training,Program Content,Standards,Leadership Responsibility,Decision Making,Reflection

The purpose of this article is to offer a theoretical perspective on ethics and values as a component of professional preparation for school leaders through a review of existing literature. Three themes focus this inquiry: (1) integrating the study of ethics into leadership preparation programs; (2) incorporating ethics into administrative decision making; and (3) the use of ethical rules and ethics by individuals in leadership positions. Following this analysis, implications for the consideration of values in leadership development programs are presented.
Comparative Investigation of Alternative Assessment Methods Used in Turkey and United States Elementary 4th Grade Mathematics Curriculum
Author: Demir, Mehmet
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Curriculum,Grade 4,Mathematics Instruction,Semi Structured Interviews,Alternative Assessment,Mathematics Curriculum,Teacher Attitudes,Elementary School Teachers,Evaluation Methods,Student Evaluation,Teacher Competencies,Barriers,Cross Cultural Studies,Observation

This study investigated the applicability of alternative assessment methods used in 4th grade mathematics curriculum in Turkey and the United States with the intent of implementing these methods more effectively in elementary schools. The sampling included six elementary schools with twelve teachers in Adiyaman in Turkey; four elementary schools with twelve teachers in Pittsburgh, PA in the U.S. Qualitative data were gathered through document examination semi-structured observation, and semi-structured interviews; they were analyzed qualitatively. Findings indicated a similarity in the foundational resources used in both mathematics curriculua. The observations revealed that although both groups of teachers professed using the assessment methods, teachers in the U.S. applied the methods in their classrooms, while teachers in Turkey did not. The interviews disclosed factors preventing the application of alternative methods, particularly among Turkish teachers, including time, the availability of other methods, and the enormous pressure to &quot;teach to the test.&quot;
Universal Basic Education (UBE) Policy Implementation Challenges: The Dilemma of Junior Secondary Schools Administrators in Nigeria
Author: Aja, S. N.
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Principals,Secondary Schools,Public Schools,Junior High Schools,Questionnaires,Barriers,Politics of Education,Educational Finance,Planning,Educational Policy,Government Role,Administrator Attitudes

The study examined the challenges hindering implementation of the universal basic educational (UBE) policy in Nigeria. The study is a descriptive survey research. The population of the study comprised all the two hundred and twenty one principals in Ebonyi state public junior secondary schools. Proportionate stratified random sampling technique was used to select 100 principals for the study. Instrument used for data collection is a researcher-structured questionnaire. The instrument was validated by three expects. Two from Educational Administration and Planning and one from Educational Measurement and Evaluation options Department of Educational Foundations and Science Education respectively in the Faculty of Education University of Nigeria, Nsukka. The reliability of the instrument was determined using split-half test method and computed with Cronbach Alpha which yields a coefficient of 0.82. The data collected were analyzed using means scores and standard deviation. The findings of the study revealed that politics; inadequate funds, poor planning and bureaucratic red-tape syndrome constitute challenges to the implementation of UBE policy in Nigeria. Based on the findings, it was recommended that successive government should consolidate on the existing policy plans for sustainability as well as strengthen the (PRS) units of both universal basic education board (UBEB) and ministry of education (MOE).
Anatomy of Pay in Decentralisation by Devolution in Tanzania
Author: King, Norman A. S.
Date: 2018-07-00
Type: Journal Articles
Subjects: Decision Making,Administrative Organization,Foreign Countries,Governance,Rewards,Salaries,Administrators,Public Officials,Case Studies

Decentralization has become an eminent discourse for boosting people's participation in decision making. Arguably, one of the pillars to boost good governance. Nevertheless, various levels of governance, which have resulted from decentralisation by devolution have varied perspectives on rewards for the work they perform especially the lowest namely village and ward levels. The contestation is on who deserves to receive payment for the elected posts. There are diversified opinions on the matter. Some opine that councillors, deserve more pay for their exertion. On the other hand, some opine that village chairpersons deserve pay for their work. Some people opine that both councillors and village chairpersons deserve pay. Hence, the main objective of the study is to find out which cadre deserves more attention to payment between the ward councillor's and village chairpersons. This is a case study design which focused on Hai district in Kilimanjaro. The literature has employed interview as the major information collection strategy. Observation and documentation were used as supportive strategies. The sample was drawn through purposeful sampling from four wards, which is 100% of the sample with which the chairpersons are also the councillors in Hai district. The analysis of information has utilised descriptive analysis, which is cemented on logical reasoning of the contents. The research has concluded that 100% of the respondents were in favour of a village chairperson to be paid than a councillor. In addition, it was evident that village chairperson work is more tasking than councillors.
Examining the Emotional Literacy Skill Levels of High School Students
Author: Alemdar, Melek
Date: 2018-06-00
Type: Journal Articles
Subjects: High School Students,Emotional Response,Emotional Development,Foreign Countries,Emotional Intelligence,Student Surveys,Student Characteristics,Gender Differences,Grade Point Average,Institutional Characteristics,Interpersonal Competence

The aim of this study, which was carried out in the center of Eskisehir using the survey model of quantitative research, is to describe the emotional literacy skill levels of the high school students and analyze them based on different variables. The study was conducted with 1103 high school students who were selected using stratified sampling method and as the data collection tool, &quot;Emotional Literacy Skill Scale&quot; developed by the researcher was used. The analyses of the data indicated that the high school students in the center of Eskisehir generally have medium and high levels of emotional literacy. When the demographic variables are examined, there are statistically significant differences in the emotional literacy skill total scores based on the gender, school type, and Grade Point Average (GPA) variables. It is observed that female students and students with high GPAs have higher scores in many dimensions; thus, the schools, which accept students with high scores and where the female students are the majority, have better average in terms of emotional literacy skill. [This study was presented at Ankara University, International Congress on Education for Issues and Challenges and also was adapted from a master's thesis.]
Examining School Administrators&apos; Beliefs and Understandings about Strategic Planning: An Exploratory Typological Perspective
Author: Balkar, Betul
Date: 2018-06-00
Type: Journal Articles
Subjects: Strategic Planning,Administrator Attitudes,Classification,Profiles,School Administration,Foreign Countries,Teacher Participation,Institutional Characteristics

The present study aimed at determining the planner profiles of school administrators' through unearthing their beliefs and understandings towards strategic planning by adopting a typological perspective. The exploratory descriptive approach was employed in the research. The research was conducted with the participation of 21 school administrators in a large province in Southeastern Turkey. The data were collected via one-on-one interviews. Thematic and conceptual coding revealed that the profiles labeled as &quot;right-handed planner, left-handed planner, analyst and catalyst&quot; by Mintzberg (1994) in the strategic planning process could define school administrators' understandings and beliefs about planning in the current study. In the research, it was revealed that the planner profiles displayed by school administrators differed based on contingent and contextual specificities. However, it was understood that they decided on which planner profile to adopt based on their experiences rather than a technical perspective. The planner profiles of school administrators were discussed in terms of their potential contribution to the strategic planning processes.
A Meta-Analytic and Thematic Study Concerning the Effect of Inquiry Based Instruction on Learners&apos; Achievement
Author: Batdi, Veli
Date: 2018-06-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Academic Achievement,Effect Size,Instructional Effectiveness,Learning Activities,Attitude Measures,Elementary Secondary Education,Higher Education

This research aims at investigating the effect of Inquiry-Based instruction (IBI) on learners' academic achievement through meta-analytic and thematic approaches. In the meta-analytic study, 27 studies, which were implemented between 2000 and 2016 years, were examined. CMA and MetaWin statistical programs were used to calculate the effect sizes of these studies. The effect size (0.688) of the study indicates that the use of IBI has a positive effect on learners' achievement. To support findings of the meta-analytic study, a thematic study including 36 studies was applied. As a result of the analysis of the latter study, five themes, namely affective, cognitive and social domain themes, learning environment and negative aspects were generated. The former four themes demonstrated that IBI positively affects learners' achievement except the negative aspects theme. The negative theme stresses out that the effectiveness of IBI depends on how well the IBI activities are planned beforehand. If they are planned in detail, learners can know what to do in the activities. So, IBI can be used systematically in learning as an alternative method which can meet students' needs in technological era. [This study was presented as an oral paper at the Congress of 3rd International Eurasian Educational Research Congress (EJER) held on 31st May-3rd June 2016 at Mugla Sitki Koçman University, Mugla/Turkey.]
Academics&apos; Views on the Characteristics of Academic Writing
Author: Akkaya, Ahmet
Date: 2018-06-00
Type: Journal Articles
Subjects: Academic Discourse,Writing (Composition),Semi Structured Interviews,College Faculty,Foreign Countries,Teacher Attitudes,Research Reports,Writing for Publication

Academic writing is the process of sharing original research with other scholars in accordance with certain standard rules. This process requires correctly following the steps of scientific academic writing. However, a close analysis of recent academic texts reveals a wide range of mistakes or shortcomings. The purpose of this research is to examine the characteristics of academic writing based on the views of the academicians creating it. A semi-structured interview form was created on Google Docs virtual office for this research using qualitative research methodology. Thus, 30 academicians from different cities and universities of Turkey were involved. Content analysis was used to assess the collected data. Each answer given by the academicians was placed into a category such as similarity and relatedness. These categories were transformed into tables by frequency values of the answers, and each table was supported with quotations extracted from the answers. The results show that the academicians presented the highest number of comments about the characteristics related to sections containing &quot;methodology&quot; and &quot;results, discussions and suggestions.&quot; The participants also reported that in their article reviewing process, they encounter the highest number of errors in the &quot;methodology&quot; section, followed by errors in formal standards, spelling-punctuation / expression and academic style.
Applying Policy Theories to Charter School Legislation in New York: Rational Actor Model, Stage Heuristics, and Multiple Streams
Author: Cattaneo, Kelsey Hood
Date: 2018-06-00
Type: Journal Articles
Subjects: Charter Schools,Educational Legislation,State Legislation,Policy Analysis,Decision Making,Public Policy,Theories,Heuristics,Policy Formation,Educational Policy

With renewed calls for charter schools by Donald Trump's new Secretary of Education, Betsy DeVos, a review of dominant policy theories and their usefulness in analysing policy decision making once again becomes relevant. This paper evaluates the policy case, of the adoption of Charter School Legislation in New York in the late 1990s, making use of Allison and Zelikow's (1999) example of evaluation of a policy case through multiple lenses. Through the meso-, micro- and macro-level perspectives of the Rational Actor Model, Stage Heuristics, and Kingdon's Multiple Streams policy theories, we may be able to discern whether they accomplish their intended goal: To provide a perspective of the policy making process. Once the theories are described, they are each applied to Charter School Legislation of New York in 1998. Working through each lens, this paper describes the policy process, potential actors, and influencers with support of historical data, and draws conclusions about the usefulness of each theory for education policy. Ultimately, lack of transparency in the policy process make outside analysis assumption-laden and more subjective than an objective science. This paper calls for a more transparency at the decision-making level, and integration of more complex lenses into the policy sciences which may better inform education policy students and experts in the field.
Investigation of School Readiness and Academic Development of Elementary Students Firstly Enrolled at School with &apos;4+4+4 Education Regulation&apos; in Turkey
Author: Sahin, Ali Ekber
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,School Readiness,Educational Legislation,Educational Change,School Entrance Age,Age Differences,Student Development,Comparative Analysis,Academic Achievement,Grade 1,Grade 2,Longitudinal Studies,Cognitive Development

Setting the age for starting elementary students at 60 months old has been a hotly debated topic in Turkey since the Grand National Assembly passed an education reform bill as Law No. 6287, known to the public as the &quot;4+4+4 regulation.&quot; At the outset of its implementation, students who started first grade in school year 2012-2013 had an age distribution in the range of 60 to 84 months. The present research aims to determine the effect of this age difference among students in the same grade level on their subsequent development. Thus, the study is a longitudinal and causal comparative research since comparison of the two age groups on both readiness for the school and the academic development throughout the four assessments within six months intervals was investigated. The results indicate that students younger than 69 months are disadvantaged against their older peers in all the specified fields and subfields during all the periods studied.
Evaluation of Pre-Service Teachers&apos; Perceptions for Teaching Practice Course
Author: Ozdas, Faysal
Date: 2018-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Methods Courses,Teaching Methods,Semi Structured Interviews,Self Esteem,Teaching Skills,Classroom Techniques,Instructional Materials,Foreign Countries

Pre-service teachers gain experience, positive and negative attitudes towards teaching-learning process, school administration, teacher, student and even school in teaching practice course in preservice teacher training programs. The purpose of this research was to identify pre-service teachers' perceptions of teaching practice course. Case study research design was used in this qualitative research method. The study group of the research comprised of 42 pre-service teachers who took teaching training course in 2014-2015 academic year. The purposeful sampling method was used to determine the study group. The data was derived from the semi-structured interview form. Content analysis was employed to analyze the data. The themes were generated as a result of the analysis. The results of the research indicate that pre-service teachers gain experience in teaching profession and be self-confident, learn to be patient and use materials and acquire the importance of communication. On the other hand, they notice some negative cases such as teachers' failures in classroom management, lack of materials, school administrations' negative attitudes and behaviors and teachers' being passive in discipline matters. To overcome these negative cases, suggestions were put forward.