ethanporcaro/eric-fulltext-meta huggingface dataset:
A Preliminary Analysis of Charter Schools and District Superintendent Turnover in Arizona: Politics, Market Forces, and Leadership
Author: Milliman, Scott
Date: 2009-00-00
Type: Journal Articles
Subjects: Charter Schools,Labor Turnover,Superintendents,Tenure,School Districts,Databases,Competition,Correlation,School Choice,Political Influences,Instructional Leadership,Statistical Analysis,Elementary Schools,State Policy

Chubb and Moe (1990), Coulson (1998), and others favor comprehensive school choice. In contrast, Guttman (1987), Smith and Meier (1995), and others argue that markets decrease participation in and resources devoted to public education. Synthesizing each, we test the proposition that market and political forces complement rather than detract from each other since when many parents exit traditional district schools, their actions signal school boards that those schools require leadership changes. We use a time series database tracking charter school market share and superintendent tenure in 45 Arizona school districts. We find evidence that school competition is associated with greater superintendent turnover, though ironically, the largest increases in turnover occur in those districts with relatively less competition.
P-16 Alignment of Educational Success
Author: Sanchez, Jafeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Alignment (Education),Elementary Secondary Education,Higher Education,Preschool Education,Academic Achievement,Accountability,Stakeholders,Educational Change,High Schools

This paper focuses on the concept of P-16 alignment of educational systems. At a basic level, evidence of school efforts, improved student achievement, and stakeholder support are necessary for effective accountability. The needs and benefits for stakeholders' understanding of P-16 education are addressed, particularly for educational leaders at the K-12 and post-secondary education levels. The benefits related to positive outcomes, potential difficulties, and common challenges with P-16 alignment are discussed with a particular focus on high school reform. Examples of how states, school systems, or high schools have successfully reformed or implemented alignment processes are recognized. Overall, the paper provides examples, strategic approaches, and recommendations to involve stakeholders at all levels.
Implementing Webfolios in Principal Preparation Internships: Pluses and Pitfalls
Author: Mills, Lane
Date: 2009-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Principals,Administrator Education,Internship Programs,Internet,College Students,College Faculty

North Carolina is one of several states that have begun to incorporate the components of the Framework for 21st Century Learning in its focus on school leadership development and support. A principal preparation program in rural eastern North Carolina initiated and designed webfolios for submission of evidences of internship learning experiences. Implementation and evaluation results from the pilot year 2007-08 indicated full implementation by both students and faculty. This paper will describe the process, perceptions, and lessons learned from students in the initial pilot group.
Racial Isolation and Student Achievement
Author: Smith, Peter J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Racial Factors,Minority Group Students,Hispanic American Students,African American Students,White Students,Urban Schools,Academic Achievement,School Segregation,Racial Segregation,Grade 5,Elementary School Students,Comparative Analysis,Racial Composition,Achievement Tests,Scores,Reading Achievement,Mathematics Achievement,Language Arts

Achievement data of African American, Hispanic American, and Caucasian students from racially segregated and racially integrated settings in an urban, Midwestern school district were analyzed to determine the effect of racial isolation on achievement within each racial group. In the district studied, achievement of students from segregated schools was not significantly different from the achievement of same race students from integrated schools. The study's results should encourage district officials and instructional leaders to look at those factors that have a positive impact on student achievement regardless of the level of racial isolation.
Emotional Intelligence and School Leadership
Author: Gray, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Instructional Leadership,Principals,Administrator Characteristics,Leadership Qualities,Emotional Response

Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader's system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and intellectual growth. Despite misconceptions about the influence of emotional intelligence on organizational efficacy, school leaders are incapable of divesting their personal feelings from professional decisions. George (2008) suggested that there are four dimensions of emotional intelligence: expressing emotions, using them to improve decision making, knowledge about emotions, and managing emotions. A principal's emotional intelligence skills are vital to collaborative efforts to increase student achievement and to ensure the well-being of a school as a learning community.
Impact of Collaborative Project-Based Learning on Self-Efficacy of Urban Minority Students in Engineering
Author: Chen, Pearl
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Cooperative Learning,Self Efficacy,Minority Group Students,Engineering Education,Undergraduate Students,Urban Universities,Student Characteristics,College Instruction,Learning Experience,Hispanic American Students,State Universities,Case Studies,Surveys,Interviews,Participant Observation,Pretests Posttests

This paper presents an interdisciplinary research project that studies the impact of collaborative project-based learning (CPBL) on the development of self-efficacy of students from various ethnic groups in an undergraduate senior-level computer networking class. Grounded in social constructivist and situated theories of learning, the study provides an in-depth analysis of how individual learners' characteristics, the social aspects of learning, and the pedagogical components in CPBL interact to affect student learning in an urban academic setting. The findings of this study indicate that significant learning outcomes and higher perceived efficacy in engineering design were directly related to the project experience. Moreover, although Hispanic students started with lower domain-specific efficacy, they demonstrated the largest growth of self-efficacy through CPBL. While subsequent studies have been conducted to create a more generalizable description, the current study suggests several areas to improve the CPBL learning experience for underrepresented engineering students within the urban context of this study.
Online Internships: A Successful Model
Author: DeWitt, Douglas M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Internship Programs,Models,Success,Online Courses,Administrator Education,Certification,Relevance (Education),Alignment (Education),Educational Administration,College Programs,Delivery Systems,Educational Change,Best Practices,Program Descriptions,Evaluation Methods,Interpersonal Communication,Competency Based Education,Supervisory Methods,Self Evaluation (Individuals),Course Organization

Online education has come of age, and along with the advent of online education, there have been numerous calls for improvement in administrator preparation programs. As a result, many administrative preparation programs have revised and reshaped their programs to address this concern. In this regard, this paper will discuss one component of the administrative certification program: &quot;the administrative internship.&quot; The internship has specifically come under criticism for its lack of relevance and connection to the rest of the administrative preparation program. This paper presents one online university's effort to embrace change by offering state approved licensure programs in educational administration, including the internship. By offering this program in an online delivery system, the University has embraced new and emerging technologies and provided a model for both its graduates and other institutions of higher education.
Promoting Social Norms for Scientific Discourse: Planning Decisions of an Urban Elementary Teacher
Author: Mangiante, Elaine Silva
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Schools,Elementary School Teachers,Urban Teaching,Behavior Standards,Social Behavior,Science Instruction,Academic Discourse,Elementary School Science,Educational Planning,Case Studies,Interviews,Content Analysis,Observation,Classroom Environment,Grade 4,Interpersonal Relationship

This case study examined planning decisions made and challenges faced by an elementary teacher in a high-poverty urban district to promote students' adoption of social norms of interaction for scientific discourse. Through interviews, document analyses, and observations during a science unit, the findings indicated that the teacher's planning first involved creating a classroom climate whereby students felt safe to share their thinking. Next, she provided students with structures for interaction and strategies for discourse based on knowledge she acquired from professional development in evidence-based discourse. She also incorporated these dialogic practices in all subjects to extend student practice. The challenges in promoting scientific discourse included accountability pressure, inadequate resources, limited time, paucity of collegial collaboration, and student variability in discourse.
Accountability Rating and Expenditures: A Three-Year Statewide Study
Author: Rodriguez, Joe
Date: 2009-00-00
Type: Journal Articles
Subjects: Accountability,School Districts,Expenditures,Educational Finance,Differences,Public Schools,Academic Achievement,School Administration,Instructional Leadership,Extracurricular Activities,Elementary Secondary Education,Instruction

In this study, the researchers examined ways in which Texas school districts spent their monies over the past three years. Specifically, we analyzed over three years of data to ascertain the extent to which differences were present in percent expenditures (i.e., central administration, instructional leadership, school leadership, co-curricular/extracurricular activities, and instruction) as a function of the accountability rating received by the school district. In each analysis, controlling for the percent of students who were economically disadvantaged in each district, statistically significant and consistent differences were present across the years of data analyzed. That is, for each of the research questions, school districts spent their monies differently as a function of their accountability rating. Implications of these findings, as well as suggestions for further research, are made.
Making International Experiences Accessible to In-Service Teachers through East Meets West Program
Author: An, Shuhua
Date: 2015-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,International Education,Mathematics Instruction,Global Approach,Immersion Programs,Mathematics Teachers,Foreign Countries,Program Effectiveness,Learning Experience,Urban Teaching,Elementary School Students,Graduate Students,Urban Schools,Mixed Methods Research,Teacher Surveys,Graduate Surveys,Case Studies

The goal of this study was to examine the impact of the integration of global experiences on in-service teachers' international perspectives in mathematics classroom teaching through offering a graduate course &quot;Global Perspectives in Mathematics Teaching&quot; in the form of the East Meets West Program. This program engages teachers in an interactive faceto-face learning process in a dual language immersion setting. The opportunity of learning effective teaching strategies from Chinese top-ranked mathematics teachers and applying these strategies in teaching mathematics by working with a group of Chinese and US children in the East Meets West Program has benefited classroom teachers in various ways. The results of the study show that observing Chinese teachers' mathematics lessons, doing the case study on student learning, and observing and discussing the US colleagues' mathematics lessons highly have benefited them as classroom teachers.
Shifting Least Restrictive Environments in a Large Urban School District
Author: Cramer, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Schools,School District Size,Inclusion,Disabilities,Reading Achievement,Mathematics Achievement,Federal Legislation,Educational Legislation,Equal Education,Educational Change,Statistical Analysis,Time,Peer Groups,Elementary Secondary Education

This study examined the efforts of one large urban school district to implement support to schools in increasing their rates of students being served in inclusive settings. The authors evaluate a process whereby the district used a self-created &quot;LRE/Achievement at a Glance Tool&quot; to measure programs, services, and learner outcomes for students with disabilities, and provide specific recommendations and supports to administrative teams in targeted schools. Results indicate statistically significant increases in the number of students who were fully included as well as statistically significant increases in average time students with disabilities spent with their nondisabled peers. Math and reading proficiency levels for students with and without disabilities are also reported. Implications for best practices in supporting inclusion in urban districts are examined, such as the importance of documenting and examining inclusive practices and further training for educators and administrators in ethical principles and practice.
Rethinking Pedagogy in Urban Spaces: Implementing Hip-Hop Pedagogy in the Urban Science Classroom
Author: Adjapong, Edmund S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Music,Popular Culture,Teaching Methods,Urban Schools,Science Instruction,Middle School Students,Grade 6,At Risk Students,Team Teaching,Focus Groups,Vignettes,Questionnaires,Likert Scales,Observation,Video Technology,African American Students,Hispanic American Students,Attitude Measures

A significant amount of research regarding Hip-Hop Based Education (HHBE) fails to provide insight on how to incorporate elements of Hip-Hop into daily teaching practices; rather Hip-Hop based educators focus mainly on incorporating Hip-Hop culture into curricula. This study explores the benefits of using two specific Hip-Hop pedagogical practices in an urban science classroom. Call-and-response and co-teaching, two different pedagogical approaches that are related to Hip-Hop culture, were implemented and studied to understand their benefits in an urban science classroom. Participants in this study are middle school students who attend an urban school in one of the largest school systems in the country. This study provides insight on ways Hip-Hop can be incorporated into the art and science of teaching, extending current HHBE research, which mainly discusses how Hip-Hop can be used to design curricula based on music and rhymes. Through this study the researchers find that Hip-Hop pedagogical practices studied in this paper support students science content acquisition, connects science content to students' realities, and encourages their voice and agency.
Character Education: A Critical Analysis
Author: Edmonson, Stacey
Date: 2009-00-00
Type: Journal Articles
Subjects: Values Education,Educational History,Educational Development

In this article, we examined the history behind character education because we believe that character education an integral component of the educational enterprise. Major contributors to the importance of character education in the 18th, 19th, and 20th centuries were discussed. Then we focused on the highlights of the last five decades of the 20th century. Finally, we examined recent developments in character education, with particular interest to character education programs.
&quot;What You Supposed to Know&quot;: Urban Black Students' Perspectives on History Textbooks
Author: Woodson, Ashley N.
Date: 2015-00-00
Type: Journal Articles
Subjects: African American Students,Student Attitudes,History Instruction,Textbooks,Textbook Content,Attitude Measures,Urban Schools,Critical Theory,Race,Knowledge Level,Civil Rights,Racial Discrimination,Ethnography,Secondary School Students,Social Studies,Focus Groups,Assignments,Participant Observation,African American History,Semi Structured Interviews

Research in social studies education has raised significant practical and epistemological concerns with the history textbooks used in urban schools. While these concerns are well documented, we know less about their implications for Black students' understandings and applications of historical content. This qualitative, ethnographic study explored six Black, urban students' perspectives on history textbooks and how these textbooks influenced their historical knowledge about civil rights leaders. Guided by the critical race framework, connections are drawn between participants' recollections of textbook accounts and their understandings of contemporary racial relationships and civil rights struggle. Findings suggest a &quot;contentious relationship&quot; with the information presented in textbooks and the need to rethink social studies curriculum and pedagogy in relation to the contextual realities and lived experiences of Black urban youth.
Transforming the School Reform Agenda: A Framework for Including Student Voice in Urban School Renewal
Author: Friend, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Schools,Student Attitudes,Student Participation,Educational Change,Qualitative Research,Primary Sources,Interviews,Elementary School Students,Secondary School Students,Documentaries,Video Technology,Educational Research,Observation

This article advances a framework for educators to create pathways to elicit students' diverse perspectives as qualitative data sources in the process of urban school renewal. Elements of the framework are discussed in conjunction with relevant research and findings from videotaped interviews with elementary (n = 144) and secondary (n = 28) students. Examples are shared through web links to two documentary short films co-produced by the authors that feature authentic student voices sharing their unique perspectives within urban public school contexts. Listening to students enables educators and other adults who work in urban schools to reflect on their beliefs and practices, and to engage students in organized public engagement and decision-making as members of school committees. If educators are to support the academic and affective development of all learners within a positive school culture, listening to students share their stories must be as important as analyzing quantitative measures such as standardized assessment results.
Preparing Pluralistic Urban Superintendents
Author: Farmer, Tod Allen
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Student Diversity,Cultural Pluralism,Superintendents,Administrator Qualifications,Leadership Training,Graduate Study,Administrator Education,Admission Criteria,Program Development,Program Implementation,Program Evaluation,Democracy

The United Nations projects that the United States will have the highest migration rates of any nation in the world between 2000 and 2050. As American society becomes increasingly diverse, it is paramount that superintendent preparation programs produce pluralistic urban superintendents capable of synergistically energizing an increasingly heterogeneous work force. Inherent in this charge is the egalitarian approach to graduate program design. Pluralistic leadership development is premised upon egalitarian principles that transcend individual cultural norms. Graduate programs seeking to enhance pluralistic leadership development must permeate egalitarianism through the amalgamation of both acquiescence and expectation. Students must feel welcomed into the pluralistic professional learning community yet be simultaneously challenged by the high expectations of a progressive superintendent preparation program.
Bravest Girl in the World: Exploring Social Justice through Adolescents' Lens
Author: McCarther, Shirley Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Adolescents,Urban Schools,Personal Narratives,Writing Assignments,Advocacy,Student Attitudes,Culturally Relevant Education,Grade 6,Grade 7,Grade 8,Essays,Middle School Students,Social Bias,Individual Characteristics

As professors of education in an urban community, we wanted to identify mechanisms that would allow young people in the urban core the opportunity to share their unique voices with the world and for us to better understand their views on social justice and social change. The purpose of this paper is to discuss adolescent student perspectives on social justice. Data was gathered from narratives written by students in which they identified the &quot;Dreamkeepers&quot; in their worlds, and how they would define a social justice advocate. Findings suggest that these young writers had deep thoughts about the policies and practices that create socially just environments; were able to recognize, identify, and label characteristics and behaviors of social justice advocates--Dreamkeepers--both in peers and adults; and they strive to emulate these ideals and have a deep desire not only to achieve their dreams but also to enable others.
Walking the Talk: Educational Administration Candidates' Espoused and Observed Dispositions
Author: Keiser, Kay
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Administration,Beliefs,Leadership Qualities,Leadership Training,Capacity Building,Administrator Attitudes,Student Teacher Evaluation,Competency Based Education,Practicums,Field Experience Programs,Student Surveys,Masters Degrees,Elementary Secondary Education,Followup Studies,Scores,Protocol Analysis,Skill Development

In this article, teachers who seek a career as a school administrator envision their leadership will be transformational and charismatic, yet they are often surprised by the conflict and confrontation that is an inevitable part of school administration. This disconnect between the ideal of the vision and the reality often produces disappointment and shock. Therefore, it is imperative for those who prepare administrators to assess and encourage the development of these dispositions in a deliberate, sequential manner by assessments using the Administrator Dispositions Index (ADI) and the EDAD Follow-Up Survey (FUS) supervisors of practicum candidates can assess candidates' readiness to be school leaders. The experiences in building relationships, which happen within the schools and are reflected upon in the university, encourage candidates to live their leadership philosophy and walk the talk of their beliefs.