ethanporcaro/eric-fulltext-meta huggingface dataset:
One Head--Many Hats: Expectations of a Rural Superintendent
Author: Copeland, Jim D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Superintendents,Rural Schools,Expectation,Administrator Role,School Districts,Boards of Education,Public Schools,Case Studies,Semi Structured Interviews,Elementary Secondary Education,Qualitative Research

Although urban and suburban school superintendents serve the largest group of students in terms of sheer numbers of schoolchildren, there are actually more superintendents serving in rural school districts in the United States. I examined the expected roles or &quot;hats&quot; of the rural superintendent by collecting data from several districts located in NE Colorado. Interviews of school board members and superintendents provided data, which suggested that the expected roles of a rural superintendent are multiple and varied. Five major themes or &quot;hats&quot; emerged that rural communities expected their superintendent to wear. These themes or hats included those of manager, planner, listener, communicator, and community involvement. Included in each of these major themes were many subcategories of hats that are forced on the heads of rural superintendents by their communities and by events that occur daily. This study suggests that there are differences in the expectations of rural superintendents from those serving urban or suburban districts. Administrator training programs at colleges and universities might better serve those students aspiring to rural superintendent positions by offering a specialization in rural school administration or at least offering a separate course designed to cover these unique expectations.
Graduate Students' Perception of Standards and Accreditation in Higher Education in Turkey: A Qualitative Analysis
Author: Yüksel, Ismail
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Standards,Accreditation (Institutions),Higher Education,Qualitative Research,Student Attitudes,Questionnaires,Content Analysis,Quality Assurance,Case Studies,Teacher Education

My aim in this this study was to investigate graduate students' perceptions about the concepts of standard and accreditation and their views on the problems of accreditation in Turkey. I conducted research on 26 graduate students in Eskisehir Osmangazi University, Turkey. I administered an open-ended questionnaire consisting of four questions to collect the data. To analyze the data I used content analysis technique. The internal consistency of the study was found 0.81. My initial findings showed that the participants associated the concept of quality especially with reliability, first-class, and expensive which are commonly used; associated the concept of standard with criteria, similarity, and necessity which are confused much with; finally associated the concept of accreditation with quality assurance, auditing, and approval which are the among of its meaning. The results also manifested that the accreditation cycle of higher education in Turkey had crucial barriers as improper standards lack of accreditation board, and institutional issues. I hope that my findings will enlighten researchers about the main issues associated with accreditation in Turkey, and encourage stakeholders to refocus on the inactive accreditation system.
The Magic of Words: Teaching Vocabulary in the Early Childhood Classroom
Author: Neuman, Susan B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Academic Discourse,Poverty,Reading Skills,Content Area Reading,Reading Comprehension,Teaching Methods,Concept Formation,State Standards,Oral Language,Educational Principles,Misconceptions,Networks,Faculty Development

Developing a large and rich vocabulary is central to learning to read. Children must know the words that make up written texts in order to understand them, especially as the vocabulary demands of content-related materials increase in the upper grades. Studies have documented that the size of a person&apos;s vocabulary is strongly related to how well that person understands what he or she reads, not only in the primary grades, but in high school as well. There are profound differences in vocabulary knowledge among young learners from different socioeconomic groups. Many children from high- poverty circumstances will have had fewer experiences with the academic language than the standards require. Children who enter school in these situations will need skillfully developed instruction that not only improves their word knowledge and concepts, but actually accelerates their vocabulary development, maximizing the limited time they have in school. The purpose of this article is to explain the authors&apos; rationale for content-rich oral vocabulary instruction in the age of the Common Core State Standards, and how to effectively build children&apos;s vocabulary. First, they dispel some of the common myths about oral vocabulary development, which have often led to a lack of attention for this important topic in school instruction. The authors then move on to a set of instructional principles that should guide teachers&apos; work. Included in this article is a sidebar, by the same authors, entitled &quot;Evidence of Student Learning.&quot;
Dialectical Inquiry--Does It Deliver? A User Based Research Experience
Author: Seligman, James
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Methodology,Qualitative Research,Inquiry,Higher Education,Universities,Case Studies,Public Colleges,Validity,Reliability,Theory Practice Relationship,Interviews,Phenomenology

Dialectical Enquiry (DI) as a research method was used in the study of customer/student experience and its management (CEM) in not for profit as higher education. The (DI) method is applied to senders, receivers of the customer experience across six English universities to gather real world data using an imposed dialectical structure and analysis. By conducting sixty interviews from the actors involved an extensive data base was developed. The enquiry was grounded in interviewing actors and their real experiences (the phenomena) from which data was analyzed to create scripts, themes and eventually three models of not for profit CEM. Seven for profit models of CEM were analyzed and compared to expose current assumptions, and do they fit in a not for profit setting. The motives and objectives for profit CEM centers on revenues and profits and lifetime value were the customer is manipulated to stay loyal to the organization. Not for profit CEM motives and objectives at universities was to use CEM as a communication and support tool that is used to inform students on secondary services(supports).
Dishing Direct Instruction: Teachers and Parents Tell All!
Author: Kanfush, Philip M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,Parent Attitudes,Teacher Attitudes,Direct Instruction,Teaching Methods,Reading Instruction,Disabilities,Private Schools,Special Schools,Documentation,Content Analysis,Instructional Effectiveness,Satisfaction,Fidelity,Ethnography,Structured Interviews,Comparative Analysis,Teacher Competencies,Reading Programs,Training

This qualitative study assessed overall parent and teacher satisfaction with Direct Instruction reading for students having low incidence disabilities at an approved, private-licensed school for exceptional children in the Commonwealth of Pennsylvania. Results of four parent and four teacher interviews coupled with document analysis disclosed inadequate teacher training in Direct Instruction methodologies, an incomplete understanding of Direct Instruction on the part of the parents interviewed, and high rates of teacher and parent satisfaction with Direct Instruction methodology for teaching reading. Secondary findings included teacher infidelity to the Direct Instruction methodology and inadequate communication concerning reading instruction between school and parents. Recommendations for enhancing the teachers' and parents' experience of Direct Instruction are offered based upon the findings.
A Critical Dialectical Pluralistic Examination of the Lived Experience of Select Women Doctoral Students
Author: Onwuegbuzie, Anthony J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Doctoral Degrees,Females,Student Experience,Adjustment (to Environment),Time Management,Interaction,Interpersonal Relationship,Student Attitudes,Beliefs,Life Style,Student Motivation,Marital Status,Locus of Control,Mixed Methods Research,Phenomenology

The purpose of this study was to explore and to understand the daily life experiences of 8 women doctoral students who were in pursuit of their doctorates. A partially mixed concurrent dominant status design was utilized in this study embedded within a mixed methods phenomenological research lens and driven by a critical dialectical pluralistic philosophical stance. Specifically, these 8 students were interviewed individually to examine their lived experiences as doctoral students. The interview responses then were subjected to a sequential mixed analysis that was characterized by 2 qualitative analyses (i.e., constant comparison analysis, classical content analysis) and 1 quantitative analysis (i.e., correspondence analysis). The 2 qualitative analyses revealed the following 3 metathemes: adjustment (how these doctoral students made necessary accommodations with regard to all aspects of their lives), which comprised the themes of time management, interaction, belief, and lifestyle; encouragement (circumstances that motivated them to pursue their doctoral degrees), which comprised the themes of intrinsic motivation and extrinsic motivation; and discouragement (circumstances that demotivated them from pursuing their doctoral degrees), which comprised the themes of internal discouragement and external discouragement. The correspondence analysis revealed a fourth metatheme, namely, marital status (separating the single students from the married/divorced students), which comprised the themes of locus of motivation and locus of discouragement. Seven of these women doctoral students struggled to balance either dual roles (i.e., as doctoral students and wives/mothers, or as doctoral students and professionals) or triple roles (i.e., as doctoral students, wives/mothers, and professionals). Implications of the findings are discussed.
The Ethical Treatment of Research Assistants: Are We Forsaking Safety for Science?
Author: Naufel, Karen Z.
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Research Assistants,Supervisors,Risk,Interpersonal Relationship,Social Status,Mental Health,Physical Health,Feedback (Response),Confidentiality,Student Rights,Research Problems,Safety,Graduate Students

Science inevitably involves ethical discussions about how research should be implemented. However such discussions often neglect the potential unethical treatment of a third party: the research assistant. Extensive anecdotal evidence suggests that research assistants can experience unique physical, psychological, and social risks when implementing their typical responsibilities. Moreover, these research assistants, who perhaps engage in research experience to bolster their curricula vitae, may feel coerced to continue to work in unsafe environments out of fear of losing rapport with the research supervisor or letters of recommendation for their future endeavors. In the present article, we address two important issues regarding the ethical treatment of research assistants. First, we present evidence suggesting that research assistants may experience substantive risk when implementing their assigned responsibilities. Second, we propose a document, the &quot;Research Assistant&apos;s Bill of Rights,&quot; as a possible ethics code for people supervising research assistants. This document is independent from typical institutional review board processes, and it has the potential to maximize benefits to research supervisors and research assistants.
Technology and Teaching: A Conversation among Faculty Regarding the Pros and Cons of Technology
Author: Kemp, Andrew T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Teacher Attitudes,Qualitative Research,Discussion,Teaching Methods,Online Courses,Interaction,Computer Attitudes,Teacher Competencies,Socioeconomic Influences,Elementary Secondary Education,Higher Education,Grounded Theory,Coding,Access to Computers,Computer Mediated Communication

Technology is often touted as the savior of education (Collins &amp; Haverson, 2009). However, is technology the panacea that it is made out to be? This paper is an extended conversation among a group of faculty members at three different universities and their attitudes and beliefs about technology and education. Three professors shared their pro-technology stance and three took a less favorable view. The contents of the conversation were then analyzed by a neutral party to extract the various themes that emerged. What was discovered was that were three major threads to the conversation: technology and educational access, online education, and technology and instructional strategies. While there was little agreement, throughout the evolution of the conversation, both sides began to understand each other a little more.
Ethical Perception of University Students about Academic Dishonesty in Pakistan: Identification of Student's Dishonest Acts
Author: Rehman, Rana Rashid
Date: 2014-00-00
Type: Journal Articles
Subjects: Cheating,Ethics,Case Studies,Graduate Students,Student Attitudes,Foreign Countries,Structured Interviews,Student Characteristics

The current research work aims to explore major activities performed by the university students during academic misconducts and their perception regarding such activities. The study further explores the ethical limits drawn by the students about academic dishonesty. Case study methodology is utilized in this research. Sixty-one post graduate and doctoral students were interviewed. Pattern analysis is conducted to analyze the information received through structured interviews of the participants. Study founds the key activities through which students are involved in such misconducts and make a comprehensive agreement on academic dishonesty that has become the normal part of life in education system of Pakistan. Furthermore, students opined that these activities are ethically wrong habits and may be avoided.
Teacher Educators Using Encounter Stories
Author: Davis, Danné E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teachers,Teacher Attitudes,Personal Narratives,Ethnography,Sexual Orientation,Professional Identity,African American Teachers,Minority Group Teachers,Females,Gender Discrimination,Teaching Experience,Multicultural Education,Teacher Education

Many prospective teachers are unaware of the encounters that Black, heterosexual women or White lesbians face. Here, we present encounter stories--individual narratives of poignant encounters and interactions that we have experienced with people unlike us--to identify with and ultimately draw on their experiences. Subsequently, the narratives become data that not only inform our work as teacher educators and scholars but also are used to shape prospective teachers' understanding of inimitable difference. Despite the heralded affirming visibility of Michelle Obama and Ellen Degeneres, oppressive practices and perspectives against Black women and lesbians continue. Our encounter stories are put forward as qualitative data that goes against the grain and empowers. Further, our narratives challenge the conventional linear written format by intersecting our authentic voices with extant theory. Given the growing diversity in K-12 education, it is crucial that prospective teachers gain meaningful insight of unique, real life experiences, examine those experiences against their own familiarities to recognize sameness amid difference. Subsequently, this recognition will help to situate prospective teachers to meet the curricular and social needs of all schoolchildren.
Graduating Black Males: A Generic Qualitative Study
Author: Bell, Edward E.
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Males,High School Students,Dropouts,Rural Schools,Qualitative Research,Student Attitudes,Dropout Attitudes,Employment,Interviews

Black males face a difficult educational battle. Across America, graduation statistics for Black males are sobering. The purpose of this study was to explore why Black males drop out of school and to examine the current employment status of the study participants. The research took place in rural North Carolina. Fifteen Black American male high school dropouts took part in a snowball sample. This study was qualitative and used open and axial coding. Findings from this study may provide guidance and directions for school and community leaders to help Black males stay in school through graduating.
Teacher Technology Narratives: Native Hawaiian Views on Education and Change
Author: Yong, D. Lilinoe
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Change,Hawaiians,Malayo Polynesian Languages,Immersion Programs,Teacher Attitudes,Educational Technology,Language Maintenance,Native Language Instruction,Heritage Education,Second Language Instruction,Second Language Learning,Case Studies,Personal Narratives,Language Teachers,Semi Structured Interviews

Narrative inquiry is a method by which &quot;silenced voices&quot; may be heard. In this study, eight Native Hawaiian teachers share their experiences of the Hawaiian Language Immersion Program (HLIP), or Papahana Kaiapuni, within the Hawai&apos;i public school system. The teachers describe change over time in HLIP with a focus on technology and their perceptions of how it has enhanced preservation of the Hawaiian language. By giving voice to their views on indigenous culture and teaching, the stories provide a rich and nuanced view of growth and school reform as framed by the teachers&apos; own words. Themes of commitment to students and community, and a renewal of Hawaiian language and culture are central elements in each teacher&apos;s story. Technology is seen as a tool that can be adapted to meet the demands of the schools and community, but only when shaped by Hawaiian values and intentional human agency.
Through Their Lens: The Potential of Photovoice for Documentation of Environmental Perspectives among Kenyan Teachers
Author: Quigley, Cassie F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Photography,Action Research,Environmental Education,Sustainability,Conservation (Environment),Community Involvement,Social Action,Qualitative Research,Handheld Devices,Teachers

This study explores the potential of photovoice for understanding environmental perspectives of teachers in the Narok District of Kenya. The objective of this paper is to share this photo-methodology with environmental educators so they may use it as an innovative methodological tool to understand the construction of environmental perspectives. The researchers analyzed the digital images and the accompanying narratives for themes emerging for each of the key terms. The researchers utilized Critical Visual Methodology to guide the data analysis. Each photograph was coded according to its site of audiencing (including both compositionality and social modalities). The themes--shares local knowledge, documents context, documents knowledge emerged from the participants' photovoice. The researchers theorize this tool illustrated the ways in which this community valued the environment, their community, and the ways in which they conceptualize the solutions.
Wrestling with Issues of Diversity in Online Courses
Author: Grant, Kristine S. Lewis
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Qualitative Research,Preservice Teachers,Teacher Attitudes,Student Teacher Attitudes,Computer Mediated Communication,Reflection,Student Diversity,Journal Writing,Teacher Role,Communities of Practice,College Faculty,Teacher Education Programs,Discussion Groups,Comparative Analysis,Cultural Awareness,Teacher Competencies,English Language Learners,Language Usage,Attitude Change,Cooperative Learning,Achievement Gap

This manuscript provides an overview of the findings of an ongoing qualitative exploratory study that examined how preservice and inservice teachers in two different online education courses (ED 600 and ED 500) developed an understanding of the multifaceted issues that affect diverse learners. The study also investigated the instructors' reflections about their courses through their individual journals. An analysis of the study participants' Discussion Board posts and interactions online revealed how the Discussion Board forum was used as a critical, reflective space for participants' to engage in self-reflection and to exchange and challenge one another's ideas. The journals also revealed the instructors' overall aspirations for the course, and their role in cultivating an online community in their courses.
A&apos;s for Everyone: The Effect of Student Consumerism in the Post-Secondary Classroom
Author: Plunkett, Anthony D.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Educational Attitudes,Responsibility,Learner Engagement,Classroom Techniques,Academic Achievement

With millennial students as the primary population in many higher education institutions today, many instructors are experiencing a paradigm shift of behaviors they are observing in their classroom. Many educators are observing today&apos;s students failing to take personal responsibility for their educational endeavors and in turn viewing their educational experiences as a services-for-payment relationship rather than an exploration of knowledge. With this shift and the ever present consumerism type behaviors now being observed, the role of instructor has changed and many are seeking tools to effectively manage their students and classroom.
The Light and Shadow of Feminist Research Mentorship: A Collaborative Autoethnography of Faculty-Student Research
Author: Moore, Julia
Date: 2013-00-00
Type: Journal Articles
Subjects: Feminism,Mentors,Research Assistants,Teacher Student Relationship,Ethnography,Student Research,Cooperation,Qualitative Research,Learning Motivation,Personality Traits,Goal Orientation,Models,Independent Study,Personal Narratives

&quot;Research assistant&quot; is a term used to describe student researchers across a variety of contexts and encompasses a wide array of duties, rewards, and costs. As critical qualitative scholars situated in a discipline that rarely offers funded research assistantships to graduate students, we explore how we have engaged in faculty-student research in one particularly understudied context: the independent study. Using narrative writing and reflection within a framework of collaborative autoethnography, the first three authors reflect as three &quot;generations&quot; of protégés who were each mentored through independent studies during their MA programs by the fourth author. We explore the environmental context, mentor facets, and protégé facets that highlight the light and shadow, or successes and struggles, of our mentoring relationships. Reflecting on our own experiences of collaborative research through independent studies, we suggest a model for feminist research mentorship that may be enacted across disciplines.